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

A well-organised and well functioning library operated at this school. Although no
computers were available to school pupils, the acquisition ofcomputers was in the
school's long-term plan. The principal and school secretary had access to the school's
two computers.
The principal and the management team had a tight rein on the functioning ofthe school.
Teachers were expected to submit their record books (preparation files, assessment files,
daily planners and pupils' books) to management for scrutiny on a weekly basis.
Curriculum planning took place well in advance. Term plans for forthcoming terms had
to be submitted to the management team for approval. The principal placed much
emphasis on maintaining a good work ethic and accountability on the part ofboth
teachers and pupils.
6.3.3 Teachers' perceptions of their changing EMS practices: How had Debbie
experienced change?
In the discussion that follows, I analyse teachers' perceptions oftheir changing EMS
practices with reference to evidence regarding what teachers reported about their teaching
practice.
In the initial interview, Debbie described the difficulties she had in trying out group work
activities in her class, and how disruptive pupils tended to make such lessons extremely
difficult to manage. She felt that the constraints ofthe context in which she operated
militated against conducting lessons with pupil activity. Her frustrations are evident in
this extract from her initial interview:
Debbie: Ok with the OBE now you want that pupil activity, you want that group work.
Now you try to have that group work and then you find that, you know what,
this one child is 'creating' here (meaning causing a disruption). Right,
another child...like yesterday was a true example. I've got, I'm gonna
mention, a black child in my class who is arrogant, absolutely arrogant. Now
if I talk or if I reprimand him, he speaks back in Zulu, maybe swearing me or
whatever. Now because we are not so free with the language, we don't know
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