Teacher Learning in a Community of Practice: A Case Study of ...
Teacher Learning in a Community of Practice: A Case Study of ... Teacher Learning in a Community of Practice: A Case Study of ...
Commentary on the EMS content ofthe lesson... 241 Commentary on the pedagogic approach to the lesson......................... 241 The second observation ofBen's teaching ,. 242 Commentary on the EMS content ofthe lesson... ................................ 244 Commentary on the pedagogic approach to the lesson. .......................... 244 A synopsis ofSection Two.. .. .. .. ... .. .. .. .. .. .. .. .. .. .. .. ... .. ... ... ... .. .. .. ... ... 245 SECTION THREE: AN ANALYSIS OF TEACHER LEARNING USING WENGER'S CONSTRUCT 'IDENTITY': LEARNING AS BECOMING........................ 248 Teachers' changing practices and roles................................................ 249 A synopsis ofSection Three....................................... 256 A COMPOSITE ILLUSTRAnON OF TEMS TEACHERS' LEARNING IN TERMS OF EVOLVING MEANING, PRACTICE AND IDENTITy......... 258 CONCLUSION " 259 CHAPTER SEVEN: AN ANALYSIS OF TEACHER LEARNING USING WENGER'S CONSTRUCT 'COMMUNITY': LEARNING AS PARTICIPATION................................................ 261 INTRODUCTION... 261 AN ANALYSIS OF COMMUNITY MEMBERSHIP: CORE AND PERIPHERALITY 261 AN ANALYSIS OF THE DEVELOPMENT OF THE TEMS COMMUNITY USING WENGER ET AL'S FIVE STAGES OF COMMUNITY DEVELOPMENT AS A FRAME............... 265 The early stages ofdevelopment: the potential and coalescing stages............ 266 The coalescing and maturing stages................................................... 273 An analysis ofthe TEMS group as a community ofpractice. 278 About community maintenance............ 279 Communal resources, participation and reification.................................. 279 Brokering.................. 280 MUTUAL ENGAGEMENT IN A JOINT ENTERPRISE USING A SHARED REPERTOIRE 282 Mutual engagement. .. .............. ........... .... ... .... .. .... .. ... ...... .............. 282 Joint enterprise , 289 Shared repertoire......................................................................... 293 CONCLUSION... 301 CHAPTER EIGHT: SYNTHESIS, RECOMMENDATIONS AND CONCLUSIONS...... 302 INTRODUCTION...... . 302 Xl
A SYNTHESIS OF THE STUDy..................................................... 302 IMPLICATIONS OF THIS STUDY FOR TEACHER DEVELOPMENT... ... 308 Social practice theory offers insights into a workable alternative for 308 CPD in the face ofacute financial constraints . A social response to addressing the policy-practice gap........................... 310 A need for a conceptual reorientation ofCPD. ................................ ...... 312 Social practice theory affords an opportunity for authentic teacher involvement..................................................................... 314 Social practice theory affords an arena for deliberating the kinds of knowledge that counts... 315 Social practice theory provides a framework that implicitly and explicitly acknowledges and affirms teachers, their backgrounds and contexts. ....................... ....................................................... 316 A forum for addressing potentially conflictual roles............................. .... 318 An arena for engaging and contesting policy reform initiatives................... 319 A framework for problematising the role ofteacher developers in CPD... ... ... 319 Challenges in adopting a communities ofpractice framework for CPD. ......... 322 CONCLUSION... .. 326 REFERENCES.......................................................................... 328 APPENDICES......... 340 XlI
- 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 and 10: ASSOCIATED CONCEPTS UNDER STUDY WIT
- Page 11: Observation ofJohn's teaching after
- 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
Commentary on the EMS content <strong>of</strong>the lesson... 241<br />
Commentary on the pedagogic approach to the lesson......................... 241<br />
The second observation <strong>of</strong>Ben's teach<strong>in</strong>g ,. 242<br />
Commentary on the EMS content <strong>of</strong>the lesson... ................................ 244<br />
Commentary on the pedagogic approach to the lesson. .......................... 244<br />
A synopsis <strong>of</strong>Section Two.. .. .. .. ... .. .. .. .. .. .. .. .. .. .. .. ... .. ... ... ... .. .. .. ... ... 245<br />
SECTION THREE: AN ANALYSIS OF TEACHER LEARNING<br />
USING WENGER'S CONSTRUCT 'IDENTITY': LEARNING AS<br />
BECOMING........................ 248<br />
<strong>Teacher</strong>s' chang<strong>in</strong>g practices and roles................................................ 249<br />
A synopsis <strong>of</strong>Section Three....................................... 256<br />
A COMPOSITE ILLUSTRAnON OF TEMS TEACHERS'<br />
LEARNING IN TERMS OF EVOLVING MEANING, PRACTICE<br />
AND IDENTITy......... 258<br />
CONCLUSION " 259<br />
CHAPTER SEVEN: AN ANALYSIS OF TEACHER LEARNING<br />
USING WENGER'S CONSTRUCT 'COMMUNITY':<br />
LEARNING AS PARTICIPATION................................................ 261<br />
INTRODUCTION... 261<br />
AN ANALYSIS OF COMMUNITY MEMBERSHIP: CORE AND<br />
PERIPHERALITY 261<br />
AN ANALYSIS OF THE DEVELOPMENT OF THE TEMS<br />
COMMUNITY USING WENGER ET AL'S FIVE STAGES OF<br />
COMMUNITY DEVELOPMENT AS A FRAME............... 265<br />
The early stages <strong>of</strong>development: the potential and coalesc<strong>in</strong>g stages............ 266<br />
The coalesc<strong>in</strong>g and matur<strong>in</strong>g stages................................................... 273<br />
An analysis <strong>of</strong>the TEMS group as a community <strong>of</strong>practice. 278<br />
About community ma<strong>in</strong>tenance............ 279<br />
Communal resources, participation and reification.................................. 279<br />
Broker<strong>in</strong>g.................. 280<br />
MUTUAL ENGAGEMENT IN A JOINT ENTERPRISE USING<br />
A SHARED REPERTOIRE 282<br />
Mutual engagement. .. .............. ........... .... ... .... .. .... .. ... ...... .............. 282<br />
Jo<strong>in</strong>t enterprise , 289<br />
Shared repertoire......................................................................... 293<br />
CONCLUSION... 301<br />
CHAPTER EIGHT: SYNTHESIS, RECOMMENDATIONS AND<br />
CONCLUSIONS...... 302<br />
INTRODUCTION...... . 302<br />
Xl
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