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 ...
On the occasions that I delivered books to each school, I would wear myoid jeans and T shirt as it involved lugging crates ofdusty books that had been stored in the basement of the college library. Principals and teachers were 'impressed' to see a 'university lecturer getting his hands dirty' as one principal described it. This allowed the participants to see that there was another side to this 'stiffand starchy' university lecturer. It further facilitated rapport and access. This study hinged on developing strong reciprocal relationships with the research participants (teachers). Ifresearchers cannot find convincing benefits ofthe research study, then the study ought not to be conducted (Walford 2001). The direct benefit of this study to teachers was my role as co-ordinator ofthe TEMS project that enabled me to make a professional contribution to the facilitation ofteachers' learning. My professional input took the form ofworkshop presentations on a range ofsubject content topics, and making available resource material for collection and dissemination ofmaterial developed at workshops. Research participants regularly requested individual assistance at their school sites and often sought telephonic clarity on EMS issues they were unclear about. 4.6.4 About Informed consent, confidentiality, blockages and break-thronghs All ofthe participating teachers had been teaching for more than five years with the two most senior teachers having taught for twenty-two and twenty six years. These teachers had not had anyone observe them teach in more than two decades. At least two teachers expressed reluctance to have their lessons observed. Mary, one ofthe more senior participants, frequently stated that she was very nervous about a 'university lecturer' coming into her class to observe her. She said that it had been more than twenty years since anyone had visited her class or observed her lessons and she recalled the anxiety she felt during her teaching practice sessions as a student teacher and her initial years as a teacher. Memories ofthe tyranny ofthe former apartheid school inspectors during visits to schools in the 1970s and 1980s appeared to be traumatic events that some teachers had still not worked through. Delamont (2002: 141) argues that, " ... it is hard to recognise that 143
as a researcher one is a nuisance (at best) and that many people ... may actively resent, fear or resist one's presence." Negotiations around teachers' anxieties are discussed later in this section. Ifthe principal is ofthe opinion that teachers stand to gain from the research activity, then it is expected ofteachers to participate in the research project. Teachers' rights to decline are compromised by the power relation between themselves and the principal. "The principle ofinformed consent is a standard feature ofethical procedure in social research" Homan (2002:24). Participants must be informed about the nature ofthe research and participation is voluntary. The principle ofinformed consent constitutes four elements. Firstly, all pertinent aspects ofwhat is to occur and what might occur are disclosed to the participant. Secondly, participants should be able to comprehend this information. Thirdly, participants should be competent to make a mature and rational judgement. Finally, the agreement to participate should be voluntary, free from coercion and undue influence (Homan 2002; Cohen and Manion 1994). Anderson (1999) posits two further elements, namely, that participants should be made aware ofthe foreseeable risks as well benefits that may accrue to them. In educational research, this principle is widely compromised (Homan 2002). In this research study, I was careful to accord teachers utmost respect, and I was mindful ofviolating their rights as participants in this project. In developing relationships with teachers and principals, I had to be mindful ofthe power relations that existed between principals and their teachers. Walford (2001:45) warns that there is a need to be careful about the agendas ofthose who have power. It is far from unknown for principals to suggest that researchers observe certain teachers about whom they want information. The teacher may not be able to refuse a request, but the researcher should be very clear that observations and interviews are confidential and are not fed back to the principal. The problem offeeding back information to the principal would compromise the research and lead to severe ethical problems. 144
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as a researcher one is a nuisance (at best) and that many people ... may actively resent,<br />
fear or resist one's presence." Negotiations around teachers' anxieties are discussed later<br />
<strong>in</strong> this section.<br />
Ifthe pr<strong>in</strong>cipal is <strong>of</strong>the op<strong>in</strong>ion that teachers stand to ga<strong>in</strong> from the research activity,<br />
then it is expected <strong>of</strong>teachers to participate <strong>in</strong> the research project. <strong>Teacher</strong>s' rights to<br />
decl<strong>in</strong>e are compromised by the power relation between themselves and the pr<strong>in</strong>cipal.<br />
"The pr<strong>in</strong>ciple <strong>of</strong><strong>in</strong>formed consent is a standard feature <strong>of</strong>ethical procedure <strong>in</strong> social<br />
research" Homan (2002:24). Participants must be <strong>in</strong>formed about the nature <strong>of</strong>the<br />
research and participation is voluntary. The pr<strong>in</strong>ciple <strong>of</strong><strong>in</strong>formed consent constitutes four<br />
elements. Firstly, all pert<strong>in</strong>ent aspects <strong>of</strong>what is to occur and what might occur are<br />
disclosed to the participant. Secondly, participants should be able to comprehend this<br />
<strong>in</strong>formation. Thirdly, participants should be competent to make a mature and rational<br />
judgement. F<strong>in</strong>ally, the agreement to participate should be voluntary, free from coercion<br />
and undue <strong>in</strong>fluence (Homan 2002; Cohen and Manion 1994). Anderson (1999) posits<br />
two further elements, namely, that participants should be made aware <strong>of</strong>the foreseeable<br />
risks as well benefits that may accrue to them. In educational research, this pr<strong>in</strong>ciple is<br />
widely compromised (Homan 2002). In this research study, I was careful to accord<br />
teachers utmost respect, and I was m<strong>in</strong>dful <strong>of</strong>violat<strong>in</strong>g their rights as participants <strong>in</strong> this<br />
project.<br />
In develop<strong>in</strong>g relationships with teachers and pr<strong>in</strong>cipals, I had to be m<strong>in</strong>dful <strong>of</strong>the power<br />
relations that existed between pr<strong>in</strong>cipals and their teachers. Walford (2001:45) warns that<br />
there is a need to be careful about the agendas <strong>of</strong>those who have power. It is far from<br />
unknown for pr<strong>in</strong>cipals to suggest that researchers observe certa<strong>in</strong> teachers about whom<br />
they want <strong>in</strong>formation. The teacher may not be able to refuse a request, but the researcher<br />
should be very clear that observations and <strong>in</strong>terviews are confidential and are not fed<br />
back to the pr<strong>in</strong>cipal. The problem <strong>of</strong>feed<strong>in</strong>g back <strong>in</strong>formation to the pr<strong>in</strong>cipal would<br />
compromise the research and lead to severe ethical problems.<br />
144
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