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

physical context, the complex body language between participants, the pace, accent,
accentuation and the tone and melody ofthe speech. The conversation is reduced to
symbols on a page (Walford 2001:94). "...transcription can give the impression of
permanence to something that is inherently transitory" (ibid.:95). It has the effect of
turning an ephemeral event into something 'concrete' and fixed. It also encourages the
possibility ofthe spoken word being taken too seriously and often out ofcontext. While
using tape recordings instead oftranscripts may avert the possibility ofthis happening, it
may allow the researcher to remember the"...complexity ofthe human condition and the
context ofconstruction ofparticular discourses" (ibid.:95). Delamont (2002) concurs that
using a tape recorder does not absolve the researcher from making good notes, keeping a
diary and reflecting on the social context ofthe interview.
In this research study, I made use ofsemi-structured interviews. The interview schedules
used in the Graven (2002) study ofMathematics teachers' learning proved useful.
Selected questions were adapted for use in the present study ofEMS teachers. My
original plan was to interview participants at three points in during the project. This
would have entailed an initial interview that would be used to capture baseline
information, including teachers' biographies, their perceptions ofEMS and their abilities
to teach EMS, and their reasons for participation in the study. The second interview was
intended to capture a mid-term review ofteachers' experiences. A final interview would
provide a summative view ofteachers' experience. As mentioned earlier, my constant
interaction with teachers as a result ofthe extended time I spent with them in their
schools and classrooms obviated the need for the second 'formal' interview. Data
gathered from observation and informal conversations were recorded in my journal.
In order to enhance the validity ofthe initial interview schedule, it was piloted with two
EMS teachers who had elected not to be participants for the full duration ofthe project.
These two teachers were 'peripheral' members who alternated their attendance at TEMS
workshops with other teachers from their schools. This piloting allowed me to check the
instrument for clarity and meaningfulness ofquestions. This was in keeping with
Wragg's suggestion for the enhancement ofinstrument validity (Wragg 2001). The
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