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

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CHAPTER FOUR: RESEARCH DESIGN ,. 113 INTRODUCTION....................................................................... 113 THEORETICAL PRINCIPLES THAT INFORMED THE RESEARCH DESIGN................................................................................... 113 THE COHERENCE OF METHODOLOGY AND THEORETICAL FRAMEWORK... 117 RESEARCH DESIGN.................................................................. 119 The TEMS community as the empirical field... 119 Data collection............................................................................ 121 METHODS...................................................... 123 Interviews "......... 124 Keeping a journal. 129 About observation..................................................................... 131 Sampling.................. 136 Triangulation.......................................................................... 137 Reflexivity................................................................................. 138 INTO THE FIELD... .................................................................... 138 Initial access.............................................................................. 138 A way aroundgatekeepers.............................................................. 139 About reciprocal relationships.. 141 About Informed consent, confidentiality, blockages and break-throughs......... 143 Exiting the field - terminating fieldwork............ 148 CONCLUSION........................................................................... 149 CHAPTER FIVE: HOW HAD TEACHER LEARNING OCCURRED? CONSTRUCTING A WEBERIAN STYLE 'IDEAL TyPE'.................. 150 INTRODUCTION...... 150 A NARRATIVE VIGNETTE OF JOHN AND HIS SCHOOL.................... 153 John's biography............ 153 John's school: Neon Primary............... 155 HOW DID JOHN MAKE MEANING OF THE NEW EMS CURRICULUM?................................... 156 JOHN'S CHANGING PRACTICE.................................................... 163 Observation ofJohn's teaching early in the TEMS project (12 February 2003)............... 165 A description ofthe lesson.............................................................. 165 An analysis ofthe Economic and Management Sciences content ofthe lesson......... 170 An analysis ofthe pedagogic style ofthe lesson..................................... 171 IX
Observation ofJohn's teaching after nine months ofTEMS involvement (23 October 2003)...................................................... 172 A description ofthe lesson.............................................................. 172 An analysis ofthe Economic and Management Sciences content ofthe lesson..................................................................... 179 An analysis ofthe pedagogic style ofthe lesson................................ ..... 180 A summary ofthe key differences between John's teaching practice before his involvement in the TEMS programme and after eight months ofparticipation in the TEMS programme... 182 JOHN'S CHANGING PROFESSIONAL IDENTITy.............................. 183 JOHN'S INCREASED PARTICIPATION IN TEMS COMMUNITY AND HIS ALIGNMENT TO OTHER COMMUNITIES.......................... 187 A COMPOSITE PICTURE OF JOHN'S LEARNING......... 189 CONCLUSION '" 192 CHAPTER SIX: USING WENGER'S CONSTRUCTS AS TOOLS FOR ANALYSING TEACHER LEARNING IN THE TEMS COMMUNITy................................................................. 194 INTRODUCTION ,. 194 SECTION ONE: AN ANALYSIS OF TEACHER LEARNING USING WENGER'S CONSTRUCT 'MEANING': LEARNING AS EXPERIENCE............................................................................ 196 Teachers' emerging attitudes and dispositions....................................... 197 Teachers' shifting conceptions ofthe EMS learning area............... 202 A synopsis ofteachers' changing experience. ....... .............................. 211 SECTION TWO: AN ANALYSIS OF TEACHER LEARNING USING WENGER'S CONSTRUCT 'PRACTICE': LEARNING AS DOING ,. 212 Introduction............................................................................... 212 A narrative vignette ofDebbie. 214 Teachers' perceptions oftheir changing EMS practices: How had Debbie experienced change?... .. . .. 217 Observation ofDebbie's teaching early in the TEMS project..................... 221 Commentary on the EMS content ofthe lesson......... 224 Commentary on the on the pedagogic approach ofthe lesson...... 225 The second observation ofDebbie's teaching........................................ 226 Commentary on the EMS content ofthe lesson '" 231 Commentary on the pedagogic approach to the lesson................. 232 A narrative vignette ofBen... 233 Teachers' perceptions oftheir changing EMS practices: How had Ben experienced change?..................................................................... 236 The first observation ofBen's teaching............................................... 239 x
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 and 8: DECLARATION I, Suriamurthee Moonsam
Page 9: ASSOCIATED CONCEPTS UNDER STUDY WIT
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
Page 61 and 62:
Differences in the cultures oflearn
Page 63 and 64:
persons and is not considered solel
Page 65 and 66:
and offers insights into how learni
Page 67 and 68:
America. Goodson (1992) and Calderh
Page 69 and 70:
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
Page 181 and 182:
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
Page 189 and 190:
John: Now I want you to remember wh
Page 191 and 192:
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
Page 224 and 225:
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
Page 269 and 270:
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
Page 285 and 286:
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).
Page 293 and 294:
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
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
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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
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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
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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
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the provision of appropriate profes
Page 338 and 339:
level conceptual thinking". They wa
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Collaboration within teacher learni
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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 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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