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

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issues that his pupils were raising in his lesson. He was also able to clearly motivate the reasons for his altered course ofaction in his lesson. An area ofhis teaching, in which John had made a notable shift, was his questioning style. John had begun to vary the type ofquestions he posed to his learners. Questions with different levels ofcomplexity became a feature ofhis lesson. This was evidenced in the lesson transcript and the worksheet that he compiled. The quality ofJohn's worksheet had changed to become more focussed and directed towards achieving the purpose ofthe lesson. The next section provides a summary ofthe key differences between John's teaching practice before his involvement in the TEMS programme and after eight months of participation in the TEMS programme. 181
5.4.3 A summary of the key differences between John's teaching practice before his involvement in the TEMS programme and after eight months of participation in the TEMS programme Table 5.1: Key differences in John's practice Key characteristics of his classroom Key characteristics of his classroom practice before participation in TEMS practice after participation TEMS Poor subject content knowledge Displayed significant subject content knowledge Inability to relate everyday economic Had developed an economics perspective - phenomena to EMS and EMS teaching in a ability to identify and make sense ofeconomics meaningful way in everyday phenomena Lessons built on potentially misleading Lessons developed with an understanding of everyday understandings ofeconomic the concepts ofthe discipline phenomena Tight locus ofcontrol with regard to what and Improved knowledge enabled a more dispersed how learning took place (as a result of 'rein' on how and what was learnt. Ability to insecurity related to inadequate EMS exploit opportunities that arose to enhance knowledge) pupils' understanding ofEMS Inadequate subject content knowledge resulted Improved knowledge facilitated freer and more in stifled interactions with pupils purposeful interchange with pupils Unfamiliar with the nature ofthe discipline and Had begun to engage in a pedagogical its associated pedagogical approach approach that articulated with the nature ofthe discipline Limited meaningful questioning - little or no Significantly improved questioning technique attention paid to levels ofquestions asked and testing higher order thinking skills with seemingly little awareness ofhow these might contribute to learners' conceptual development Inability to probe incorrect responses - Confidence to engage with incorrect responses dismissive - preferred to 'side-step' the - tolerant and supportive - comfortable with unknown uncertainty and confident in his ability to direct responses towards more correct positions Insular approach to content and its boundaries Easily identifies opportunities for integration across learning areas Limited opportunities to engage pupils in Opportunities for reading, writing and speaking reading, writing and speaking leading to conceptual development in EMS Fairly rigid approach to lesson planning and Made critical and valid shifts during the course presentation - lesson proceeded rigidly ofthe lesson, making the most oflearning according to plan opportunities as they arose - had developed a deep enough understanding ofsubject content knowledge to do so. Poor subject matter knowledge resulted in Logical, sequential development ofconcepts - misconception and confusion ofconcepts increasing complexity 182
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Teacher Learning in a Community of
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ABSTRACT Conceptualising teacher le
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DEDICATION This thesis is dedicated
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DECLARATION I, Suriamurthee Moonsam
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ASSOCIATED CONCEPTS UNDER STUDY WIT
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Observation ofJohn's teaching after
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A SYNTHESIS OF THE STUDy...........
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TEMS RNCS EMS GET DoE INSET ELRC SA
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In describing the subject-pedagogy
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teachers lacked content knowledge r
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acknowledges the importance and pec
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some formal Mathematics teacher edu
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study, the coordination functions w
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It foregrounds the fact that the co
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school. Higher education opportunit
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frame models for projecting future
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teacher education by the state, (as
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schools, classrooms, management and
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Although the Teacher Audit indicate
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One ofthe first curriculum reform i
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entrenched design feature of C2005,
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In Chapter Five, I set up a narrati
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LITERATURE REVIEW 2.1 INTRODUCTION
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As indicated in the previous chapte
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This view is supported by Putman an
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Learning is social in nature (Putma
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Constant reflection on and understa
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Teachers drew on their membership i
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The above arguments about the lack
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change. She highlights the importan
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Differences in the cultures oflearn
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persons and is not considered solel
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and offers insights into how learni
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America. Goodson (1992) and Calderh
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learned meaning and value for them
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'accommodation' and intimates that
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staffroom and a 'pragmatic' teacher
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Davisson (1984), Lumsden and Scott
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directive in that it guides choices
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economic discourse, the economics p
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• Understand and promote the impo
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2.7 CONCLUSION This chapter began b
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(Walford 2001; Anderson 1999). With
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• It places value on the research
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The main research question in this
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Lave and Wenger emphasise the centr
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3.3.2 The Work ofWenger (1998): Com
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agree with the way it takes place o
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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
Page 145 and 146: completed, final text: rather, they
Page 147 and 148: the teacher over classroom events (
Page 149: 'connoisseurship'. I realised that
Page 152 and 153: In this study, the criteria for the
Page 154 and 155: In Chapter One I described the sequ
Page 156 and 157: tactic by indicating to research pa
Page 158 and 159: On the occasions that I delivered b
Page 160 and 161: "Confidentiality involves a clear u
Page 163 and 164: were cordial and professional. The
Page 165 and 166: CHAPTER FIVE HOW HAD TEACHER LEARNI
Page 167 and 168: individual participants changed dif
Page 169 and 170: He received his schooling under the
Page 171 and 172: school regularly updated the books
Page 173 and 174: gone on to become really wealthy. I
Page 175 and 176: John noted that in planning the cur
Page 177 and 178: Significant changes had thus occurr
Page 179 and 180: just transfer it. For example, bank
Page 181 and 182: Extract from the lesson: John: Pupi
Page 183 and 184: schoolwork as 'economic work'. This
Page 185 and 186: John: Now we are not looking at thi
Page 187 and 188: 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 198 and 199: 5.5 JOHN'S CHANGING PROFESSIONAL ID
Page 200 and 201: to achieve their joint enterprise o
Page 202 and 203: 5.6 JOHN'S INCREASED PARTICIPATION
Page 204 and 205: 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
Page 211: 6.2 SECTION ONE AN ANALYSIS OF TEAC
Page 214 and 215: understanding it at all. I just don
Page 216 and 217: In the final interview that took pl
Page 218 and 219: MM: Shirley: learning outcomes and
Page 220 and 221: the little things like we started i
Page 222 and 223: understandings and conceptions ofth
Page 224 and 225: Extract from Mary's final interview
Page 227 and 228: Teachers were able to describe the
Page 229 and 230: The essential differences between D
Page 231 and 232: Debbie's school, Eden Primary was l
Page 233 and 234: what he's saying. And in that lesso
Page 235 and 236: they were excellent, really good. I
Page 237 and 238: Extract from first lesson observati
Page 239 and 240: out of the material that they had.
Page 241: largely recall, repetition or were
Page 244 and 245: Third extract from Debbie's second
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From the above extracts and discuss
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with a new set ofsubjects. Without
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was three kilometres away from the
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In the next extract, Ben referred t
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for making bread. The difficulty an
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T: P: T: P: T: P: T: Look again. Is
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stemmed from a discussion at the TE
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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
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As we saw in Chapter Six, the core
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who did or did not want to become f
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The following extract offers a narr
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difficulties (ibid.). In the above
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A community moves from the potentia
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Cindy began the workshop with a tho
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oundaries" (Wenger et al 2002:97).
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7.4 AN ANALYSIS OF THE TEMS GROUP A
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necessary to learn what they needed
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Figure 7.2: Brokering relationships
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the group. Wenger (1998) notes that
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knowledge ofothers. It is therefore
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MM Shirley MM: Mary: MM: Mary Have
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The following extract from a worksh
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MM: Shirley: How many EMS workshops
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Table 7.2: Criteria for the emergen
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Soudien, a leading South African ac
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hand, adopts a 'narrow' perspective
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As mentioned earlier, Wenger's work
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literature review revealed that the
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Another important feature ofWenger'
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'Identity' namely, 'learning as bec
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(Hargreaves 1995). Teacher professi
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for the purposes ofprofessional dev
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teacher growth. CPD in Africa subsc
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knowledge of subject content is ser
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South Africa, due cognisance must b
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8.3.7 An arena for engaging and con
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the provision of appropriate profes
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level conceptual thinking". They wa
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Collaboration within teacher learni
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has for teacher learning in a South
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Bourdieu, P. (1986) The Forms ofCap
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Department ofEducation (2002) Revis
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Homan, R. (2002) The principle of i
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Mattson, L. (2000) Teacher identiti
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Smylie, M.A., Bay, M. & Tozer, S.E.
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Westheimer,1. (1998) Among schoolte
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APPENDIX 2 INTERVIEW SCHEDULES (INI
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2. What information have you been g
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APPENDIX 3 EXAMPLE OF JOURNAL ENTRI
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APPENDIX 5 EXAMPLE OF INDEPENDENT O
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