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

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CONTENTS TITLE ·· .. ABSTRACT ,. ii DEDICATION... iv ACKNOWLEDGEMENTS............................................................ v DECLARATION........................................................................ Vl CONTENTS...... vii LIST OF FIGURES AND TABLES...... xiii LIST OF ACRONyMS................................................................... xiv CHAPTER ONE: AN OVERVIEW OF THE RESEARCH................... 1 INTRODUCTION '" 1 Origins, Rationale and purpose ofthe study..................................... 3 Origins ofthe study.. ..... ............ ......... ........... ....... ................. ....... 3 Rationale for the study. ................................................................. 5 Relationship between the TEMS study and the PLESME study. .................. 7 Statement ofpurpose.. 10 The scope ofthe study. .. .. ............. ........ .. .. ... ..... ... ... .. .... .... .. ........... 11 The contribution ofthe study.. ......................................................... 11 THE SOUTH AFRICAN TEACHER DEVELOPMENT LANDSCAPE POST 1994: A BRIEF OVERVIEW... 13 A brief outline ofpolicy development in teacher education since the midnineties. .................................................. .................................. 15 Teacher education curriculum changes and the Norms and Standards for Educators (NSE) " ....... ........ ................. 18 The challenges ofteacher development in a changing South Africa.............. 21 A briefnote on Curriculum 2005 (C2005)............................................ 23 PREVIEW OF CHAPTERS TO FOLLOW.......................................... 27 CONCLUSION... .. . 29 CHAPTER TWO: LITERATURE REVIEW.................................... 30 INTRODUCTION... 30 TEACHER LEARNING COMMUNITIES: AN OVERVIEW OF THE LITERATURE '" '" 30 A situative conception ofteacher learning............................................ 32 Do learning communities/communities ofpractice have potential to facilitate teacher learning? What does the literature say? ...................................... 38 Formation and functioning ofleaming communities................................ 44 Distributed cognition and the essential tension in learning communities..... .... 47 BROAD TRENDS IN CLASSROOM RESEARCH SINCE THE 1960S....... 50 Vll
ASSOCIATED CONCEPTS UNDER STUDY WITH PARTICULAR REFERENCETO 'TEACHER STRATEGIES'...................................... 53 LOCATING ECONOMIC AND MANAGEMENT SCIENCES IN THE BROADER FIELD OF ECONOMICS EDUCATION............................. 59 IMPLICATIONS OF THE LITERATURE FOR THIS STUDy.................. 67 CONCLUSION... .. 68 CHAPTER THREE: MY THEORETICAL POSITION AND AN INTRODUCTION TO WENGER'S THEORETICAL/CONCEPTUAL FRAMEWORK...... 69 INTRODUCTION... 69 THE THEORETICAL ORIENTATION OF THE STUDy........................ 69 ORIGIN AND DEVELOPMENT OF WENGER'S SOCIAL PRACTICE THEORY OF LEARNING...... 73 The work ofLave and Wenger in Situated Learning: legitimate peripheral participation (1991)........................... 74 The Work ofWenger (1998): Communities ofPractice: Learning, Meaning and Identity. .. ............ ... ........................... ...... ...... ...... ......... ........ 78 The concept ofpractice. 82 Practice as meaning...................................................................... 84 Community. ..... .. ......... .... .. .... .. ...... .... .. ...... .... .. ....... ..... ... .... ... .. ... 87 How is 'mutual engagement' a characteristic ofpractice as a source of community coherence? ......... ......................................................... 87 How is 'joint enterprise' a characteristic ofpractice as a source of community coherence? ...... .. . .. ... . ..... ............ .... ...... .. ... ... .... ... .. .......... ... .. ....... 89 How is 'shared repertoire' a characteristic ofpractice as a source of community coherence? '" 91 Learning. .. ..................... ........ ............................ ......... ............... 92 Exploring the concept 'boundary' as used by Wenger. ............................. 93 How does Wenger use the concept 'locality'?... 95 The concept 'competence' as explained by Wenger........................ 96 The concept 'identity' as espoused by Wenger.................................. 97 Cultivating Communities ofPractice... 98 Domain.................................................................................... 100 Community.. ... ....... ..... ... ... ... . .. ... ... ....... ............... ........ ... ....... ..... 100 Practice.................................................................................... 101 HOW I DEVELOPED MY PERSPECTIVE OR 'THEORY' OF TEACHER LEARNING AND ITS INFLUENCE ON THE TEMS MODEL FOR TEACHER DEVELOPMENT/LEARNING............ 103 APPLYING WENGER'S SOCIAL PRACTICE THEORY OF LEARNING: WHAT ARE THE CHALLENGES?........................ 107 CONCLUSION... 112 Vlll
Page 1 and 2: Teacher Learning in a Community of
Page 3 and 4: ABSTRACT Conceptualising teacher le
Page 5 and 6: DEDICATION This thesis is dedicated
Page 7: DECLARATION I, Suriamurthee Moonsam
Page 11 and 12: Observation ofJohn's teaching after
Page 13 and 14: A SYNTHESIS OF THE STUDy...........
Page 15 and 16: TEMS RNCS EMS GET DoE INSET ELRC SA
Page 17 and 18: In describing the subject-pedagogy
Page 19 and 20: teachers lacked content knowledge r
Page 21 and 22: acknowledges the importance and pec
Page 23 and 24: some formal Mathematics teacher edu
Page 25 and 26: study, the coordination functions w
Page 27 and 28: It foregrounds the fact that the co
Page 29 and 30: school. Higher education opportunit
Page 31 and 32: frame models for projecting future
Page 33 and 34: teacher education by the state, (as
Page 35 and 36: schools, classrooms, management and
Page 37 and 38: Although the Teacher Audit indicate
Page 39 and 40: One ofthe first curriculum reform i
Page 41 and 42: entrenched design feature of C2005,
Page 43 and 44: In Chapter Five, I set up a narrati
Page 45 and 46: LITERATURE REVIEW 2.1 INTRODUCTION
Page 47 and 48: As indicated in the previous chapte
Page 49 and 50: This view is supported by Putman an
Page 51 and 52: Learning is social in nature (Putma
Page 53 and 54: Constant reflection on and understa
Page 55 and 56: Teachers drew on their membership i
Page 57 and 58: The above arguments about the lack
Page 59 and 60:
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
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MM: Shirley: How many EMS workshops
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Table 7.2: Criteria for the emergen
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Soudien, a leading South African ac
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hand, adopts a 'narrow' perspective
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As mentioned earlier, Wenger's work
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literature review revealed that the
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Another important feature ofWenger'
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'Identity' namely, 'learning as bec
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(Hargreaves 1995). Teacher professi
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for the purposes ofprofessional dev
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teacher growth. CPD in Africa subsc
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knowledge of subject content is ser
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South Africa, due cognisance must b
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8.3.7 An arena for engaging and con
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the provision of appropriate profes
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level conceptual thinking". They wa
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Collaboration within teacher learni
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has for teacher learning in a South
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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
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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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