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

For the remainder of the lesson, Ben revised the four factors of production. He wrote their
meanings on the board and asked pupils to copy them into their notebooks.
6.3.5.2.1 Commentary on the EMS content of the lesson
In this lesson, although Ben was able to establish the concepts 'natural resources',
'labour', 'capital' and 'entrepreneur', his engagement with these concepts was somewhat
limited given the depth in which they were discussed at the workshop sessions. Issues
concerning access to, availability of and the reward for factors ofproduction did not
come through in this lesson. Different categories oflabour (skilled, unskilled etc.) were.
not explored.
In the initial interview, Ben indicated that he had quit teaching to pursue a business
venture before returning to his current school. At no point in the TEMS programme did
Ben volunteer information about this experience. In an informal discussion, he mentioned
that he preferred not to speak about what he termed a 'bad experience' .
Although Ben reflected improved 'content knowledge' ofEMS concepts, his knowledge
ofthe EMS learning area and economic phenomena could not be classified as adequate.
He had shifted from a state ofhaving very weak 'content knowledge' to having
developed a 'partial understanding' ofthe EMS learning area. This 'scant or partial
understanding' ofEMS translated into an inadequate development of 'pedagogic content
knowledge' .
6.3.5.2.2 Commentary on the pedagogic approach to the lesson
Ben appeared much more relaxed in this lesson. In the post observation reflection
session, he mentioned that he had begun to think about how he projected himself as a
teacher in the past, indicating that he did not want to be seen as a ' strict disciplinarian',
but preferred to be an approachable teacher. He was interested to know whether I had
noticed any change in his approach to his pupils. Ben's concern about his approach
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