Teacher Learning in a Community of Practice: A Case Study of ...

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Commentary on the EMS content ofthe lesson... 241 Commentary on the pedagogic approach to the lesson......................... 241 The second observation ofBen's teaching ,. 242 Commentary on the EMS content ofthe lesson... ................................ 244 Commentary on the pedagogic approach to the lesson. .......................... 244 A synopsis ofSection Two.. .. .. .. ... .. .. .. .. .. .. .. .. .. .. .. ... .. ... ... ... .. .. .. ... ... 245 SECTION THREE: AN ANALYSIS OF TEACHER LEARNING USING WENGER'S CONSTRUCT 'IDENTITY': LEARNING AS BECOMING........................ 248 Teachers' changing practices and roles................................................ 249 A synopsis ofSection Three....................................... 256 A COMPOSITE ILLUSTRAnON OF TEMS TEACHERS' LEARNING IN TERMS OF EVOLVING MEANING, PRACTICE AND IDENTITy......... 258 CONCLUSION " 259 CHAPTER SEVEN: AN ANALYSIS OF TEACHER LEARNING USING WENGER'S CONSTRUCT 'COMMUNITY': LEARNING AS PARTICIPATION................................................ 261 INTRODUCTION... 261 AN ANALYSIS OF COMMUNITY MEMBERSHIP: CORE AND PERIPHERALITY 261 AN ANALYSIS OF THE DEVELOPMENT OF THE TEMS COMMUNITY USING WENGER ET AL'S FIVE STAGES OF COMMUNITY DEVELOPMENT AS A FRAME............... 265 The early stages ofdevelopment: the potential and coalescing stages............ 266 The coalescing and maturing stages................................................... 273 An analysis ofthe TEMS group as a community ofpractice. 278 About community maintenance............ 279 Communal resources, participation and reification.................................. 279 Brokering.................. 280 MUTUAL ENGAGEMENT IN A JOINT ENTERPRISE USING A SHARED REPERTOIRE 282 Mutual engagement. .. .............. ........... .... ... .... .. .... .. ... ...... .............. 282 Joint enterprise , 289 Shared repertoire......................................................................... 293 CONCLUSION... 301 CHAPTER EIGHT: SYNTHESIS, RECOMMENDATIONS AND CONCLUSIONS...... 302 INTRODUCTION...... . 302 Xl
A SYNTHESIS OF THE STUDy..................................................... 302 IMPLICATIONS OF THIS STUDY FOR TEACHER DEVELOPMENT... ... 308 Social practice theory offers insights into a workable alternative for 308 CPD in the face ofacute financial constraints . A social response to addressing the policy-practice gap........................... 310 A need for a conceptual reorientation ofCPD. ................................ ...... 312 Social practice theory affords an opportunity for authentic teacher involvement..................................................................... 314 Social practice theory affords an arena for deliberating the kinds of knowledge that counts... 315 Social practice theory provides a framework that implicitly and explicitly acknowledges and affirms teachers, their backgrounds and contexts. ....................... ....................................................... 316 A forum for addressing potentially conflictual roles............................. .... 318 An arena for engaging and contesting policy reform initiatives................... 319 A framework for problematising the role ofteacher developers in CPD... ... ... 319 Challenges in adopting a communities ofpractice framework for CPD. ......... 322 CONCLUSION... .. 326 REFERENCES.......................................................................... 328 APPENDICES......... 340 XlI
Page 1 and 2: Teacher Learning in a Community of
Page 3 and 4: ABSTRACT Conceptualising teacher le
Page 5 and 6: DEDICATION This thesis is dedicated
Page 7 and 8: DECLARATION I, Suriamurthee Moonsam
Page 9 and 10: ASSOCIATED CONCEPTS UNDER STUDY WIT
Page 11: Observation ofJohn's teaching after
Page 15 and 16: TEMS RNCS EMS GET DoE INSET ELRC SA
Page 17 and 18: In describing the subject-pedagogy
Page 19 and 20: teachers lacked content knowledge r
Page 21 and 22: acknowledges the importance and pec
Page 23 and 24: some formal Mathematics teacher edu
Page 25 and 26: study, the coordination functions w
Page 27 and 28: It foregrounds the fact that the co
Page 29 and 30: school. Higher education opportunit
Page 31 and 32: frame models for projecting future
Page 33 and 34: teacher education by the state, (as
Page 35 and 36: schools, classrooms, management and
Page 37 and 38: Although the Teacher Audit indicate
Page 39 and 40: One ofthe first curriculum reform i
Page 41 and 42: entrenched design feature of C2005,
Page 43 and 44: In Chapter Five, I set up a narrati
Page 45 and 46: LITERATURE REVIEW 2.1 INTRODUCTION
Page 47 and 48: As indicated in the previous chapte
Page 49 and 50: This view is supported by Putman an
Page 51 and 52: Learning is social in nature (Putma
Page 53 and 54: Constant reflection on and understa
Page 55 and 56: Teachers drew on their membership i
Page 57 and 58: The above arguments about the lack
Page 59 and 60: change. She highlights the importan
Page 61 and 62: Differences in the cultures oflearn
Page 63 and 64:
persons and is not considered solel
Page 65 and 66:
and offers insights into how learni
Page 67 and 68:
America. Goodson (1992) and Calderh
Page 69 and 70:
learned meaning and value for them
Page 71 and 72:
'accommodation' and intimates that
Page 73 and 74:
staffroom and a 'pragmatic' teacher
Page 75 and 76:
Davisson (1984), Lumsden and Scott
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directive in that it guides choices
Page 79 and 80:
economic discourse, the economics p
Page 81 and 82:
• Understand and promote the impo
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2.7 CONCLUSION This chapter began b
Page 85 and 86:
(Walford 2001; Anderson 1999). With
Page 87 and 88:
• It places value on the research
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The main research question in this
Page 91 and 92:
Lave and Wenger emphasise the centr
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3.3.2 The Work ofWenger (1998): Com
Page 95 and 96:
agree with the way it takes place o
Page 97 and 98:
Figure 3.3: Refined intersection of
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eflecting. The ability of a communi
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object to something that in reality
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practice is not just an aggregate o
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system or institution and the influ
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3.3.2.4 Learning Practice has to be
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new possibilities for meaning. Brok
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These characteristics indicate that
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engage with one another and acknowl
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A structural model ofa community of
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who were regarded as peripheral. A
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Ideally I would have wanted teacher
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they represent key ingredients in s
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that the Wenger framework presents
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more useful and effective than part
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3.6 CONCLUSION This chapter provide
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• While my professional input int
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• Cycle ofhypothesis and theory b
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observer played themselves out. A c
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organised events and linked communi
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In keeping with ethnographic princi
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In this qualitative study, my inter
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collection. He questions whether co
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physical context, the complex body
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completed, final text: rather, they
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the teacher over classroom events (
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'connoisseurship'. I realised that
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In this study, the criteria for the
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In Chapter One I described the sequ
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tactic by indicating to research pa
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On the occasions that I delivered b
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"Confidentiality involves a clear u
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were cordial and professional. The
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CHAPTER FIVE HOW HAD TEACHER LEARNI
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individual participants changed dif
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He received his schooling under the
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school regularly updated the books
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gone on to become really wealthy. I
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John noted that in planning the cur
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Significant changes had thus occurr
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just transfer it. For example, bank
Page 181 and 182:
Extract from the lesson: John: Pupi
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schoolwork as 'economic work'. This
Page 185 and 186:
John: Now we are not looking at thi
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cardboard and drawing or sticking i
Page 189 and 190:
John: Now I want you to remember wh
Page 191 and 192:
John succeeded in drawing on the sp
Page 193:
at her maths books to which the tea
Page 196 and 197:
issues that his pupils were raising
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5.5 JOHN'S CHANGING PROFESSIONAL ID
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to achieve their joint enterprise o
Page 202 and 203:
5.6 JOHN'S INCREASED PARTICIPATION
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John regarded the close interaction
Page 206 and 207:
As stated earlier, because the 'con
Page 209 and 210:
CHAPTER SIX USING WENGER'S CONSTRUC
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6.2 SECTION ONE AN ANALYSIS OF TEAC
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understanding it at all. I just don
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In the final interview that took pl
Page 218 and 219:
MM: Shirley: learning outcomes and
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the little things like we started i
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understandings and conceptions ofth
Page 224 and 225:
Extract from Mary's final interview
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Teachers were able to describe the
Page 229 and 230:
The essential differences between D
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Debbie's school, Eden Primary was l
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what he's saying. And in that lesso
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they were excellent, really good. I
Page 237 and 238:
Extract from first lesson observati
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out of the material that they had.
Page 241:
largely recall, repetition or were
Page 244 and 245:
Third extract from Debbie's second
Page 247 and 248:
From the above extracts and discuss
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with a new set ofsubjects. Without
Page 251:
was three kilometres away from the
Page 254 and 255:
In the next extract, Ben referred t
Page 256 and 257:
for making bread. The difficulty an
Page 258 and 259:
T: P: T: P: T: P: T: Look again. Is
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stemmed from a discussion at the TE
Page 263 and 264:
Key to the table A = Good/substanti
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was doing the budget and where they
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ofher school and the TEMS community
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Extract from Beth's final interview
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fox the invitations and arrange for
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Table 6.6: Teachers' learning in te
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CHAPTER SEVEN AN ANALYSIS OF TEACHE
Page 278 and 279:
As we saw in Chapter Six, the core
Page 280 and 281:
who did or did not want to become f
Page 283 and 284:
The following extract offers a narr
Page 285 and 286:
difficulties (ibid.). In the above
Page 287 and 288:
A community moves from the potentia
Page 289 and 290:
Cindy began the workshop with a tho
Page 291 and 292:
oundaries" (Wenger et al 2002:97).
Page 293 and 294:
7.4 AN ANALYSIS OF THE TEMS GROUP A
Page 295 and 296:
necessary to learn what they needed
Page 297 and 298:
Figure 7.2: Brokering relationships
Page 299 and 300:
the group. Wenger (1998) notes that
Page 301 and 302:
knowledge ofothers. It is therefore
Page 303 and 304:
MM Shirley MM: Mary: MM: Mary Have
Page 305 and 306:
The following extract from a worksh
Page 307 and 308:
MM: Shirley: How many EMS workshops
Page 309 and 310:
Table 7.2: Criteria for the emergen
Page 311:
Soudien, a leading South African ac
Page 314 and 315:
hand, adopts a 'narrow' perspective
Page 316 and 317:
As mentioned earlier, Wenger's work
Page 318 and 319:
literature review revealed that the
Page 320 and 321:
Another important feature ofWenger'
Page 322 and 323:
'Identity' namely, 'learning as bec
Page 324 and 325:
(Hargreaves 1995). Teacher professi
Page 326 and 327:
for the purposes ofprofessional dev
Page 328 and 329:
teacher growth. CPD in Africa subsc
Page 330 and 331:
knowledge of subject content is ser
Page 332 and 333:
South Africa, due cognisance must b
Page 334 and 335:
8.3.7 An arena for engaging and con
Page 336 and 337:
the provision of appropriate profes
Page 338 and 339:
level conceptual thinking". They wa
Page 340 and 341:
Collaboration within teacher learni
Page 342 and 343:
has for teacher learning in a South
Page 344 and 345:
Bourdieu, P. (1986) The Forms ofCap
Page 346 and 347:
Department ofEducation (2002) Revis
Page 348 and 349:
Homan, R. (2002) The principle of i
Page 350 and 351:
Mattson, L. (2000) Teacher identiti
Page 352 and 353:
Smylie, M.A., Bay, M. & Tozer, S.E.
Page 354 and 355:
Westheimer,1. (1998) Among schoolte
Page 356 and 357:
APPENDIX 2 INTERVIEW SCHEDULES (INI
Page 358 and 359:
2. What information have you been g
Page 360 and 361:
APPENDIX 3 EXAMPLE OF JOURNAL ENTRI
Page 362:
APPENDIX 5 EXAMPLE OF INDEPENDENT O
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