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

T: Yes good, labour. (writes on the board).
P: Sometimes machines make them, mam.
T: Yes they do, but remember that workers in a factory are called labour. What else?
(pause)
P: What about the writing and the picture mam?
T: Yes there is also writing on the matchbox. Who knows how they get the writing on
the box?
p: I think they like stamp it mam, or maybe they photocopy.
T: Yes something like that. I'll tell you later. Okay let's get started with the boxes or
else we won't finish on time.
The above extract revealed Debbie's 'inadequate or partial knowledge' ofEMS content
knowledge and pedagogical content knowledge. These gaps in her knowledge translated
into strategies that included 'ignoring' or 'side-stepping' economic concepts and issues
that she did not understand. Debbie tried to establish the concepts 'production', 'labour'
and 'raw materials'. While she was able to identify examples of 'raw materials, she did
not proceed to expand on her explanation ofwhat it meant. The concept labour also
received little attention. The concept capital in the form oftools and machinery was not
discussed although it was raised by a pupil.
It was interesting to see the contrast between the kind ofclassroom environment that
Debbie created in her classroom to the environment in Ben's classroom (see below).
Debbie's pupils appeared quite relaxed and appeared to enjoy interacting with her. The
fact that a pupil felt 'safe' to make jocular comments in her class meant that Debbie and
her pupils had developed a trusting relationship that allowed such incidents to occur.
For the next twenty minutes ofthe lesson, Debbie allowed the pupils to work in groups to
make their boxes. She demonstrated how to dismantle a matchbox and use it as a
template.
Second extract from Debbie's first lesson observation report:
Some groups understood the task immediately and set about doing it. Others weren't sure
and were reluctant to get started without checking with the teacher. Some pupils tried to
cut out their shapes without draWing them. Debbie suggested that they first outline the
template on their cardboard. She asked them to think about how they could get the most
223