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

economic discourse, the economics perspective and methodology. Economic knowledge
is more a matter of 'knowing how' as opposed to simply 'knowing that'. "No amount of
listening to the teacher can ensure the internalisation by the learner ofthe 'knowing how'
side ofwhat he needs to learn in economics" (Ryba 1987:219).
Good economics teaching has always involved learner-centred learning activities that
might include case studies, data analysis, theoretical exercises and industrial visits.
Brainstorming, debate, investigations, decision-taking exercises, group tasks and
presentations also have a valuable part to play in economics teaching and learning (Wall
1991: 17). Wall further argues that it would take some skill and experience to use these
sometimes time-consuming approaches, and prepare pupils for a demanding terminal
examination.
An important decision facing an economics teacher is the selection ofthe type of
classroom assessment that will be used for assessing achievement in economics Walstad
(1991 :61). The argument is that if economic decision-making and problem solving are
the modus operandi for the teaching of economics, then assessment ought to take on the
same approach. In his reflection on economics teaching in secondary schools, Maistry
(1998) highlights the fragmented and disjointed nature ofteaching, learning and
assessment in economics. "There exists an artificial separation ofteaching and learning
on the one hand and assessment on the other. For years, the matriculation examination (a
traditional content-based rote learning instrument) determined the way teachers
structured their learning programmes" (ibid.:!). He further states that teachers are acutely
aware ofhow overloaded the economics syllabus is and are under constant pressure to
teach traditional content. A consequence of this overloading is that too many pupils
emerge with pass grades based on a quite limited understanding ofthe subject matter
(Wall 1991).
It certainly appears as if the designers of EMS and the new Revised National Curriculum
Statement in particular assume that teachers are sufficiently knowledgeable with respect
to the fundamental principles ofthe 'discipline' as well as the core content knowledge
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