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

still has its place in the teacher's armoury of techniques. But, not infrequently, it
degenerates to the dull, boring and educationally unproductive business of filling passive
learners' minds by strenuous efforts ofthe teacher. Fortunately, despite the pressures of
examination syllabuses and the temptations that teachers feel to follow this easy course,
such teaching is on the wane.
Ryba goes on to state that in the case of economics, change from a teacher-dominated
approach to learner-centred approaches seem to be much slower than in other subjects. A
similar scenario appears to be prevalent in the South African context where the challenge
facing economics education is to transform the traditional content-based approach to
teaching and learning to a learner-centred approach (Maistry 1998).
Because teachers ofeconomics persist in using traditional teaching methods, " ... one can
be forgiven for believing that ... students succeed in understanding economic issues and
principles despite their teachers rather than because ofthem" (Burkhardt 1976: 1). The
task of the economics teacher centres on the creation and organisation ofa stimulating
and rewarding learning environment for pupils, one which seeks to ensure their active
and willing participation in learning experiences. Students should encounter theory and
issues in the most practical way possible. Teachers should select curriculum materials
that will enable pupils to analyse and interpret their economic environment, to make
value judgements and develop attitudes. "It involves much more than the acquisition of
economic facts" (Burkhardt 1976:7). As a result of constantly changing economic theory,
pupils ought to be taught the processes ofproblem solving through using current theory.
Walstad (1991:61) states that problem-solving or decision-making lies at the heart of
economics. The discipline developed from the need to solve the economic problem of
scarcity facing individuals and societies. Economic problems are the reason for the
existence ofeconomics because they give rise to attempts to solve them. The challenge
for the economics teacher is to facilitate the process by which pupils develop an
appreciation ofand ability to participate in the economics way ofworking (Thomas
1987:56). Thomas further emphasises that what is crucial to economics education is that
pupils are expected to analyse and discuss problems 'in an economics way' (ibid.:57).
This entails an understanding and appreciation ofthe purpose, procedures and rules·of
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