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

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2. What information have you been given concerning Curriculum 2005 so far? How do you think the new curriculum will affect your teaching? What will be the same? What will be different? 3. Are you familiar with the learning outcomes applicable to EMS? (Read one) Do you understand the assessment standards for the different grades? 4. Who, ifanyone, do you talk to about your EMS teaching? (What are the ideas that you talk about? When, informally, formal meetings, often? What do you discuss at meetings? Do you ever share worksheets, tests etc?) 5. How do you think EMS should be taught so that pupils learn effectively? 6. How do think your pupils learn EMS effectively? 7. Can you describe what EMS is all about? 8. How many EMS workshops have you attended in the past? 9. Would you say that they were beneficial to you? 10. Do you plan to study further? Final teacher interview 1. What percentage ofyour time do you allocate to preparing for EMS? What percentage is EMS ofyour total teaching load? 2. Are you familiar with the outcomes applicable to EMS? (Read one). What does it mean to you? 3. Did you find the TEMS programme beneficial/useful? How/explain. Which aspects ofthe programme did you find especially useful? 4. Ifyou were to compare your current knowledge ofEMS to your knowledge at the beginning ofthe year, is there a difference? Explain... 5. What type oflearning do you think this project has initiated for you? What aspects ofthe programme do you think have particularly helped your learning? Any suggestions ofhow the programme can be structured to assist your learning? 6. How has the stimulus ofthe programme impacted on your classroom practice? What, ifanything, have you been doing differently in your class? Have you used 343
the material/skills obtained through the workshops in your classes? What changes, ifany, have you experienced in your classroom practice over the past year? 7. What type ofopportunities do you feel TEMS workshops or school visits provide for talking about your classroom practice or EMS education in general? In what way do you feel these opportunities assist your learning? 8. Have you made any new contactswith teachers from other schools? How do you see the role ofother TEMS teachers in assisting your learning? 9. How do you see the role ofthe workshop presenters in assisting your learning? 10. Do you share your TEMS experiences with other teachers in your school or with others? Explain. 11. Have the other teachers in your school contributed to your learning? 12. Do you see any overlaps between your participation in conversations in TEMS and other forums? (For example, your department meetings, departmental workshops etc). Try to explain the connections, ifany? 13. In what way, if any, has your relationship to other EMS teachers, other teachers, principals etc. changed over the past two years? Explain. 14. Describe your involvement in EMS education activities or general school organizational activities over the past year. Has TEMS had any effect on these activities? Explain. 15. Who do you talk to about EMS education? Explain the nature ofthese talks - how often, etc. 16. How is the TEMS programme different to any other INSET workshops that you have attended? 344
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
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necessary to learn what they needed
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Figure 7.2: Brokering relationships
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the group. Wenger (1998) notes that
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knowledge ofothers. It is therefore
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MM Shirley MM: Mary: MM: Mary Have
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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
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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
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Page 330 and 331: knowledge of subject content is ser
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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 346 and 347: Department ofEducation (2002) Revis
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 360 and 361: APPENDIX 3 EXAMPLE OF JOURNAL ENTRI
Page 362: APPENDIX 5 EXAMPLE OF INDEPENDENT O
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