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

The pedagogy was formal. As the dominant figure in the class, Ben controlled everything
that happened. He asked the questions and decided who should answer, the format ofthe
answer, and the ritual to provide the answer. Strong discipline and compliance with
predetermined rules appeared to overshadow the focal aspects ofteaching and learning in
that class. Ben appeared to become agitated by incorrect answers, yet made no attempt at
engaging pupils who had answered incorrectly. Rapport between the teacher and pupils
was poor. Ofsignificance in this lesson was the complete absence of any teaching and
learning resources (apart from the chalkboard).
'Questioning and rapport' appeared to be weak. 'Pupil involvement' in meaningful
activities was superficial and can be categorised as poor. 'Teaching resources' were
basically non-existent.
From Ben's second lesson observation report, we notice that Ben had made marginal
changes in his approach to his lessons. He appeared to have acquired more content
knowledge ofthe topic he taught, but still preferred not to develop teaching materials or
any form ofwritten plan. In the discussion that follows, an analysis ofhis changing
practice with respect of 'content knowledge', 'pedagogic content knowledge', 'pupil
involvement', 'questioning and rapport' and 'teaching resources' is presented.
6.3.5.2 The second observation of Ben's teaching
Extract from Ben's second lesson observation:
Ben's class greeted me with the usual 'clap' greeting. Ben started the lesson by asking pupils
to list the things they saw around them. Pupils called out several items - list created on
board (desks, chairs, books etc).
T:
P:
T:
P:
T:
P:
Who can say what this desk is made up of? Think about every single thing
that is used to make thiS desk. Look carefully. Yes (pointing).
It is made of wood.
Yes wood. Yes (pointing).
It is made of iron.
Yes iron or metal.
It is made of nails.
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