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

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Department ofEducation (2002) Revised national curriculum statement grades R-9 (schools) Economic and Management Sciences. Pretoria: Department ofEducation. Dowling, P. (1988) The sociology ofmathematics education: mathematics myths/pedagocic texts. London: Fa1mer. DuFour, R. & Eaker, R. (1998) Professional learning communities at work: best practicesfor enhancing student achievement. Bloomington, IN: National Education Service. Eisner, E.W. (1991) The enlightened eye: qualitative enquiry and the enhancement of educational practice. New York: Macmillan. Erickson, F. (1986) Qualitative methods in research on teaching. In Wittrock C.M. (Ed). Handbook ofresearch on teaching. Third Edition. New York: Macmillan, pp. 119-161. Flanders, N.A. (1970) Analysing teaching behaviour. Massachusetts: Addison-Wad1ey. Freeman, D. (1996) The unstudied problem: research on teacher learning in language teaching. In Freeman, D. and Richards, J.C. (Eds). Teacher learning in language teaching. London: Cambridge University Press, pp. 351-379. Furlong, V.J. & Edwards, A.D. (1993) Language in classroom interaction: theory and data. In Hammersley, M. (Ed). Controversies in classroom research. Second Edition. Great Britain: St Edmundsbury Press Ltd, pp. 51-61. Gallucci, C. (2003) Communities ofpractice and mediation ofteachers' responses to standards-based reform. Education Policy Analysis Archives, VoU1, No.35. Geertz, C. (1973) Thick description: toward an interpretative theory of culture. In Geertz, C. (Ed). The interpretation ofcultures. New York: Basic Books, pp. 3-30. Goodson,1. F. (1992) Studying teachers' lives. London: Routledge. Graven, M. (2002) An investigation ofmathematics teachers learning in relation to preparation or curriculum change. D.Ed. thesis (unpublished), Johannesburg: University ofthe Witwatersrand. Greeno, J.G. (1997) On claims that answer the wrong questions. Educational Researcher, Vo!. 26, No.!, pp. 5-17. Grossman, P., Wineburg, S., & Woolworth, S. (2001) Toward a theory ofteacher community. Teachers College Record, Vo!. 103, No. 6, pp. 942 - 1012. Groundwater-Smith, S. & Dadds, M. (2004) Critical practitioner inquiry: towards responsible professional communities ofpractice. In Day, C. and Sachs, J. (Eds). 331
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Page 1 and 2:
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
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Extract from Mary's final interview
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Teachers were able to describe the
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The essential differences between D
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Debbie's school, Eden Primary was l
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what he's saying. And in that lesso
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they were excellent, really good. I
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Extract from first lesson observati
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out of the material that they had.
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largely recall, repetition or were
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Third extract from Debbie's second
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From the above extracts and discuss
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with a new set ofsubjects. Without
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was three kilometres away from the
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In the next extract, Ben referred t
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for making bread. The difficulty an
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T: P: T: P: T: P: T: Look again. Is
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stemmed from a discussion at the TE
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Key to the table A = Good/substanti
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was doing the budget and where they
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ofher school and the TEMS community
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Extract from Beth's final interview
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fox the invitations and arrange for
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Table 6.6: Teachers' learning in te
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CHAPTER SEVEN AN ANALYSIS OF TEACHE
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As we saw in Chapter Six, the core
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who did or did not want to become f
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The following extract offers a narr
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difficulties (ibid.). In the above
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A community moves from the potentia
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Cindy began the workshop with a tho
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oundaries" (Wenger et al 2002:97).
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7.4 AN ANALYSIS OF THE TEMS GROUP A
Page 295 and 296: necessary to learn what they needed
Page 297 and 298: Figure 7.2: Brokering relationships
Page 299 and 300: the group. Wenger (1998) notes that
Page 301 and 302: knowledge ofothers. It is therefore
Page 303 and 304: MM Shirley MM: Mary: MM: Mary Have
Page 305 and 306: The following extract from a worksh
Page 307 and 308: MM: Shirley: How many EMS workshops
Page 309 and 310: Table 7.2: Criteria for the emergen
Page 311: Soudien, a leading South African ac
Page 314 and 315: hand, adopts a 'narrow' perspective
Page 316 and 317: As mentioned earlier, Wenger's work
Page 318 and 319: literature review revealed that the
Page 320 and 321: Another important feature ofWenger'
Page 322 and 323: 'Identity' namely, 'learning as bec
Page 324 and 325: (Hargreaves 1995). Teacher professi
Page 326 and 327: for the purposes ofprofessional dev
Page 328 and 329: teacher growth. CPD in Africa subsc
Page 330 and 331: knowledge of subject content is ser
Page 332 and 333: South Africa, due cognisance must b
Page 334 and 335: 8.3.7 An arena for engaging and con
Page 336 and 337: the provision of appropriate profes
Page 338 and 339: level conceptual thinking". They wa
Page 340 and 341: Collaboration within teacher learni
Page 342 and 343: has for teacher learning in a South
Page 344 and 345: Bourdieu, P. (1986) The Forms ofCap
Page 348 and 349: Homan, R. (2002) The principle of i
Page 350 and 351: Mattson, L. (2000) Teacher identiti
Page 352 and 353: Smylie, M.A., Bay, M. & Tozer, S.E.
Page 354 and 355: Westheimer,1. (1998) Among schoolte
Page 356 and 357: APPENDIX 2 INTERVIEW SCHEDULES (INI
Page 358 and 359: 2. What information have you been g
Page 360 and 361: APPENDIX 3 EXAMPLE OF JOURNAL ENTRI
Page 362: APPENDIX 5 EXAMPLE OF INDEPENDENT O
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