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

in any discussion on the relationship between capital (machines) and labour. In fact, the
concept'capital' appeared to be completely absent from this discussion. In the context in
which this lesson was being taught, the equipment required to make the boxes (scissors,
worktops and other machinery would constitute the capital ofthe business. In the post
lesson observation reflection session, Debbie acknowledged that she had neglected to
engage with the concept 'capital' as she had not quite worked out its meaning in the
context she was teaching. She noted that she understood 'capital' to be money that a
business had to start up the business operation. She also mentioned that she had read
about 'fixed capital' and 'working capital' somewhere but had not sufficiently grasped
their full meanings. These concepts were discussed in the reflection session, and ideas for
future lessons (division oflabour, problems associated with division oflabour and
possible benefits ofdivision oflabour, use ofresources, wastage, recycling, job
satisfaction, conditions ofservice, job hierarchy, skilled and unskilled labour, advertising,
marketing etc.) were considered. Debbie was astounded by the economic and
management issues that could emanate from a simple activity such as making a box. The
exercise ofmaking boxes had potential to expand into a range ofeconomic and business
management issues.
The above extracts confirm that Debbie did in fact have a partial or inadequate'
understanding ofEMS 'content knowledge' and 'pedagogical content knowledge' in the
early stage of the TEMS programme.
6.3.3.3.2 Commentary on the pedagogic approach of the lesson
In the post lesson discussion, Debbie said that she had wanted to make that lesson a
'learner-centred' lesson where learners were actively involved in doing something.
Brodie et aI's (2002) notion of teachers embracing the 'form' while 'neglecting' the
substance was a phenomena that was evident in this lesson, as will be seen in the
discussion below. Debbie was resourceful in that she ensured that all groups could
proceed with the task ofmaking their boxes. She appeared to have created an atmosphere
conducive to good rapport between herself and her pupils. Her questions however were
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