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

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contexts. In Section Three, I examined how teachers' changing participation and teacher learning shaped and created personal histories of 'becoming' in the TEMS learning community and their increased alignment to other communities. A composite illustration ofTEMS teachers' learning in tenns ofthe three components oflearning discussed in this chapter, namely, meaning, practice and identity was presented. In the next chapter, the fourth component oflearning, namely, community is discussed. This is followed by the final chapter that theorises teacher learning and teacher professional development from a teacher learning community perspective. 260
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Teacher Learning in a Community of
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ABSTRACT Conceptualising teacher le
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DEDICATION This thesis is dedicated
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DECLARATION I, Suriamurthee Moonsam
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ASSOCIATED CONCEPTS UNDER STUDY WIT
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Observation ofJohn's teaching after
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A SYNTHESIS OF THE STUDy...........
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TEMS RNCS EMS GET DoE INSET ELRC SA
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In describing the subject-pedagogy
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teachers lacked content knowledge r
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acknowledges the importance and pec
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some formal Mathematics teacher edu
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study, the coordination functions w
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It foregrounds the fact that the co
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school. Higher education opportunit
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frame models for projecting future
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teacher education by the state, (as
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schools, classrooms, management and
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Although the Teacher Audit indicate
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One ofthe first curriculum reform i
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entrenched design feature of C2005,
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In Chapter Five, I set up a narrati
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LITERATURE REVIEW 2.1 INTRODUCTION
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As indicated in the previous chapte
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This view is supported by Putman an
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Learning is social in nature (Putma
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Constant reflection on and understa
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Teachers drew on their membership i
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The above arguments about the lack
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change. She highlights the importan
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Differences in the cultures oflearn
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persons and is not considered solel
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and offers insights into how learni
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America. Goodson (1992) and Calderh
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learned meaning and value for them
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'accommodation' and intimates that
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staffroom and a 'pragmatic' teacher
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Davisson (1984), Lumsden and Scott
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directive in that it guides choices
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economic discourse, the economics p
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• Understand and promote the impo
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2.7 CONCLUSION This chapter began b
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(Walford 2001; Anderson 1999). With
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• It places value on the research
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The main research question in this
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Lave and Wenger emphasise the centr
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3.3.2 The Work ofWenger (1998): Com
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agree with the way it takes place o
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Figure 3.3: Refined intersection of
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eflecting. The ability of a communi
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object to something that in reality
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practice is not just an aggregate o
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system or institution and the influ
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3.3.2.4 Learning Practice has to be
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new possibilities for meaning. Brok
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These characteristics indicate that
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engage with one another and acknowl
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A structural model ofa community of
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who were regarded as peripheral. A
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Ideally I would have wanted teacher
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they represent key ingredients in s
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that the Wenger framework presents
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more useful and effective than part
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3.6 CONCLUSION This chapter provide
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• While my professional input int
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• Cycle ofhypothesis and theory b
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observer played themselves out. A c
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organised events and linked communi
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In keeping with ethnographic princi
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In this qualitative study, my inter
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collection. He questions whether co
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physical context, the complex body
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completed, final text: rather, they
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the teacher over classroom events (
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'connoisseurship'. I realised that
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In this study, the criteria for the
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In Chapter One I described the sequ
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tactic by indicating to research pa
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On the occasions that I delivered b
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"Confidentiality involves a clear u
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were cordial and professional. The
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CHAPTER FIVE HOW HAD TEACHER LEARNI
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individual participants changed dif
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He received his schooling under the
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school regularly updated the books
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gone on to become really wealthy. I
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John noted that in planning the cur
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Significant changes had thus occurr
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just transfer it. For example, bank
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Extract from the lesson: John: Pupi
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schoolwork as 'economic work'. This
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John: Now we are not looking at thi
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cardboard and drawing or sticking i
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John: Now I want you to remember wh
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John succeeded in drawing on the sp
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at her maths books to which the tea
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issues that his pupils were raising
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5.5 JOHN'S CHANGING PROFESSIONAL ID
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to achieve their joint enterprise o
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5.6 JOHN'S INCREASED PARTICIPATION
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John regarded the close interaction
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As stated earlier, because the 'con
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CHAPTER SIX USING WENGER'S CONSTRUC
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6.2 SECTION ONE AN ANALYSIS OF TEAC
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understanding it at all. I just don
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In the final interview that took pl
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MM: Shirley: learning outcomes and
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the little things like we started i
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understandings and conceptions ofth
Page 224 and 225: Extract from Mary's final interview
Page 227 and 228: Teachers were able to describe the
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Page 231 and 232: Debbie's school, Eden Primary was l
Page 233 and 234: what he's saying. And in that lesso
Page 235 and 236: they were excellent, really good. I
Page 237 and 238: Extract from first lesson observati
Page 239 and 240: out of the material that they had.
Page 241: largely recall, repetition or were
Page 244 and 245: Third extract from Debbie's second
Page 247 and 248: From the above extracts and discuss
Page 249 and 250: with a new set ofsubjects. Without
Page 251: was three kilometres away from the
Page 254 and 255: In the next extract, Ben referred t
Page 256 and 257: for making bread. The difficulty an
Page 258 and 259: T: P: T: P: T: P: T: Look again. Is
Page 260 and 261: stemmed from a discussion at the TE
Page 263 and 264: Key to the table A = Good/substanti
Page 265 and 266: was doing the budget and where they
Page 267 and 268: ofher school and the TEMS community
Page 269 and 270: Extract from Beth's final interview
Page 271 and 272: fox the invitations and arrange for
Page 273: Table 6.6: Teachers' learning in te
Page 277 and 278: Similar patterns ofuneven participa
Page 279 and 280: or team we would discourage such ha
Page 281: community. At any point in time, th
Page 284 and 285: Some teachers had embraced the task
Page 286 and 287: Some teachers were initially quite
Page 288 and 289: commitments. The role ofthe communi
Page 290 and 291: dilapidated building)." Said that a
Page 292 and 293: The Stewardship stage involves the
Page 294 and 295: 7.4.1 About community maintenance W
Page 296 and 297: Cindy's role ofco-ordinator and pre
Page 298 and 299: were engaged in a common negotiated
Page 300 and 301: Not only are members of a community
Page 302 and 303: Beth: I enjoyed coming there and me
Page 304 and 305: Extract from final interview with K
Page 306 and 307: share his classroom experiences wit
Page 308 and 309: 7.5.3 Shared repertoire As the prog
Page 310 and 311: A further two other observers expre
Page 313 and 314: It must be noted that TEMS research
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Page 317 and 318: CHAPTER EIGHT SYNTHESIS, RECOMMENDA
Page 319 and 320: The study also provides an in-depth
Page 321 and 322: strongly enough in the data generat
Page 323 and 324: learning along the learning continu
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is whether social practice theory a
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8.3.3 A need for a conceptual reori
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8.3.4 Social practice theory afford
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The potential for knowledge product
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social practice theory as envisaged
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are critical barriers to effective
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means that teacher development init
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Acknowledgement ofdiversity and acc
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curriculum materials etc.) are key
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REFERENCES Adler, J. (2002) Global
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Cobb, P., McClain, K., de Silva Lam
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International handbook on continuin
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Lather P. (1986) Research as Praxis
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Phillips, 1. (2003) Powerful learni
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Thomas, L. (1987) The core ofeconom
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APPENDIX 1 Murthi Maistry Tel: 2603
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Initial teacher interview (February
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the material/skills obtained throug
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APPENDIX 4 Guidelines for Classroom
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