Teacher collaboration often begins quietly — around a table, in shared reflection, and in moments of reconnection. For Nyambeni Nthambeleni and Nhlanhla Mgobhozi, that beginning took place at the Gauteng Immersion in July, part of the Teachers CAN Multiplier Programme 2025.
The immersion experience reignited a sense of purpose, strengthened relationships among teachers, and created a supportive professional network grounded in trust and belonging. It was within this space that the idea for an interschool collaboration was born — an idea that would later take shape as the Interschool General Knowledge Quiz Competition.
On 30 October 2025, four schools — Pretoria Chinese School, Holy Family College, SPARK Soweto, and CityKidz Primary School — gathered at CityKidz Hall for a highly anticipated quiz competition. Learners were challenged across a wide range of topics, including history, geography, music, religion, science, and numeracy.
For Nyambeni, the decision to participate was an easy one. The immersion had fostered confidence, connection, and a renewed belief in the power of collaboration. Accepting the invitation was not just about competition, but about stepping into a shared learning experience for both teachers and learners.
Why Teacher Collaboration Matters
Teacher collaboration creates a safe and generative space for communication, idea-sharing, and mutual support. Through collaborative practice, teachers build structures that extend beyond individual classrooms, enabling both educators and learners to grow.
In this case, collaboration encouraged learners to step outside their comfort zones and engage in a new, unfamiliar environment. While the competition was learner-centred, it was driven by teachers who facilitated preparation, supported confidence-building, and modelled collaboration in action.
This experience speaks directly to one of the Teachers CAN manifesto commitments: supporting learners to reach their potential in all aspects of their lives. Through inclusive collaboration and shared leadership, teachers created conditions in which learners could develop confidence, curiosity, and a sense of belonging.
Beyond the classroom, such initiatives help learners become more aware, engaged, and active participants in the spaces they inhabit — an outcome that aligns with broader goals of social learning and citizenship.
The Role of Local Support Zones
A key takeaway from this experience is the value of Local Support Zones within the Teachers CAN network. These zones are not only support mechanisms but powerful platforms for professional learning and learner development.
Collaborative initiatives like the quiz competition reflect participatory collaboration, where teachers learn with and from one another. As part of Professional Learning Communities (PLCs), these spaces enable shared resources, mentorship, co-teaching, and reflective practice — all central to sustainable change.
Ultimately, this work connects to the heart of Teachers CAN: building pathways that link classroom practice to a wider ecosystem of social change.
Teacher Reflections
Reflecting on the experience, Nyambeni shared:
“To sum up the entire experience, my word would definitely be WHY???!! Why did I drive all this way to be beat by Mpho? Why am I here?
Jokes aside, what an absolutely beautiful experience for me and my scholars. My scholars hardly take part in competitions and as such this was both nerve-wracking and eye-opening for them. They were able to interact with their peers in a way that taught them about themselves.
Starting off with nerves and slowly moving into confidence was such a clear display of the Teachers CAN manifesto in action — supporting scholars to reach their full potential through collaboration. Entering communities such as Teachers CAN has opened avenues of self-growth, exploration, collaboration, and support, not only for me but now extending to my scholars. Thank you to Mr Mgobhozi and CityKidz Primary School for welcoming us into their space.”
Closing Reflections
In closing, appreciation is extended to Principal Nthambeleni and the learners from SPARK Soweto for fully embracing the experience. Their preparation, enthusiasm, and encouragement created an environment where learners could thrive.
It was inspiring to witness learners deeply engaged in the competition, building skills that extend beyond the classroom — interaction, confidence, collaboration, and awareness of the world around them.
CityKidz Primary School looks forward to continuing this collaboration and hosting the schools again next year.
Written by: Nhlanhla Mgobhozi – Teachers CAN Multiplier 2025
