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 ...
5.2.2 John's school: Neon Primary Neon primary was a former Ex-HOD school located in one ofthe poorer former Indian suburbs outside Durban. It had an enrolment ofthree hundred and thirty pupils. The teaching staff was made up ofIndian teachers. Although the school was relatively small, it had classes from grade one to grade seven. Individual class units were large, with average class sizes offorty-five pupils. Pupils came from basically two race groups. About sixty percent ofthe pupils were Indian pupils, with the remainder being Black Africans with Sotho, isiZulu or Xhosa as mother tongue. English was the medium of instruction. About five percent ofthe pupils came from very poor families living in informal settlements near the school. Most of the children, although not from affluent families, had most ofthe basic requirements for school. Neon primary had a pupil-feeding scheme. Disadvantaged pupils were provided with sandwiches on a daily basis. These were prepared by a local religious organization. The school encouraged children to make available their used uniforms and clothing to less fortunate pupils. The school had developed a good relationship with the local community and often had local dentists and doctors administer medical check-ups to children free of charge. The school buildings, being only eight years old, were in excellent condition. High razor . wire fencing surrounded the school. The school's electronic gates led into a huge car park. Gardens were immaculately maintained, with a just-watered look. Flowerbeds were freshly tilled. The school campus was in immaculate condition with a well-maintained sports field. On entering the foyer ofthe administration building, one was greeted with an appealing display ofwell-positioned posters, school achievement boards, and staff photographs. The foyer was spotless, with shiny floors and a shiny staircase. The school secretary was ideally positioned with a view ofthe school gate, which she could open electronically from where she was seated. The school was equipped with the basic necessary communication equipment, namely, a telephone, a fax machine and two computers. It did not have Internet facilities, but did have a well-equipped library. The 155
school regularly updated the books in the library. A library allocation was provided for in the annual school budget. The following extract from my journal (dated 12 March 2003) depicts the kind ofethos that existed at Neon Primary: The school secretary let me into the car park - electronic gate access. I made my way up to the admin foyer, thinking about how bright and appealing this school appeared compared to Pecan Primary's dark and gloomy foyer/reception area and dusty fields. The secretary greeted me and immediately informed the principal that I had arrived. The principal ofthis school always appeared to be very relaxed - always made time to stop and chat with me - enquiring about the university and 'the merger' [between the former University ofNatal and University of Durban-Westville] and the status ofmy research project. He appeared to have his school well under control. On arrival at the school, one gets the distinct impression that this school is well managed. During teaching time it was rare to find a teacher in the staffroom or children out oftheir classrooms. All classes were always supervised. As I walked through the school I could see teachers and pupils busily engaged in their classrooms. 5.3 HOW DID JOHN MAKE MEANING OF THE NEW EMS CURRICULUM? In the initial interview, each participant was asked a range ofquestions ranging from questions on biography to questions that tried to establish teachers' understandings ofthe new EMS curriculum and their expectations ofthe TEMS project. John indicated that although EMS was a new learning area, he believed that he had more knowledge about it than most teachers in other primary schools. He reflected on how he had attended a short course on consumer education about fifteen years previously. Although he could not find the actual documents from the course, he could still remember aspects ofthe course, which he was able to apply to his own teaching ofEMS. He said that he had a 'general' idea as to what EMS was all about. The following is an extract transcribed from his initial interview: MM 1 ; How would you describe your own knowledge of EMS? I MM refers to myself, Murthi Maistry, as the interviewer 156
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school regularly updated the books <strong>in</strong> the library. A library allocation was provided for <strong>in</strong><br />
the annual school budget.<br />
The follow<strong>in</strong>g extract from my journal (dated 12 March 2003) depicts the k<strong>in</strong>d <strong>of</strong>ethos<br />
that existed at Neon Primary:<br />
The school secretary let me <strong>in</strong>to the car park - electronic gate access. I made my way up<br />
to the adm<strong>in</strong> foyer, th<strong>in</strong>k<strong>in</strong>g about how bright and appeal<strong>in</strong>g this school appeared<br />
compared to Pecan Primary's dark and gloomy foyer/reception area and dusty fields. The<br />
secretary greeted me and immediately <strong>in</strong>formed the pr<strong>in</strong>cipal that I had arrived. The<br />
pr<strong>in</strong>cipal <strong>of</strong>this school always appeared to be very relaxed - always made time to stop<br />
and chat with me - enquir<strong>in</strong>g about the university and 'the merger' [between the former<br />
University <strong>of</strong>Natal and University <strong>of</strong> Durban-Westville] and the status <strong>of</strong>my research<br />
project. He appeared to have his school well under control. On arrival at the school, one<br />
gets the dist<strong>in</strong>ct impression that this school is well managed. Dur<strong>in</strong>g teach<strong>in</strong>g time it was<br />
rare to f<strong>in</strong>d a teacher <strong>in</strong> the staffroom or children out <strong>of</strong>their classrooms. All classes<br />
were always supervised. As I walked through the school I could see teachers and pupils<br />
busily engaged <strong>in</strong> their classrooms.<br />
5.3 HOW DID JOHN MAKE MEANING OF THE NEW EMS<br />
CURRICULUM?<br />
In the <strong>in</strong>itial <strong>in</strong>terview, each participant was asked a range <strong>of</strong>questions rang<strong>in</strong>g from<br />
questions on biography to questions that tried to establish teachers' understand<strong>in</strong>gs <strong>of</strong>the<br />
new EMS curriculum and their expectations <strong>of</strong>the TEMS project.<br />
John <strong>in</strong>dicated that although EMS was a new learn<strong>in</strong>g area, he believed that he had more<br />
knowledge about it than most teachers <strong>in</strong> other primary schools. He reflected on how he<br />
had attended a short course on consumer education about fifteen years previously.<br />
Although he could not f<strong>in</strong>d the actual documents from the course, he could still<br />
remember aspects <strong>of</strong>the course, which he was able to apply to his own teach<strong>in</strong>g <strong>of</strong>EMS.<br />
He said that he had a 'general' idea as to what EMS was all about. The follow<strong>in</strong>g is an<br />
extract transcribed from his <strong>in</strong>itial <strong>in</strong>terview:<br />
MM 1 ; How would you describe your own knowledge <strong>of</strong> EMS?<br />
I MM refers to myself, Murthi Maistry, as the <strong>in</strong>terviewer<br />
156
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