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

5.4 JOHN'S CHANGING PRACTICE
Here we begin with John's own perceptions ofthe changes that had taken place in his
teaching. Discussion then focuses on changes that were observed in his teaching.
With respect to the learning experiences he prepared for his pupils, he believed that these
had become more relevant and meaningful to both himself and his pupils. He believed he
was able to make events that had taken place internationally more accessible to his pupils
by linking such events to EMS in a concrete way. He felt that while the 'standards' at his
school might not be the same as those of schools in more affluent areas, he had to
consider the context in which he taught when planning for teaching. This is evident in the
following extract:
MM: Do you find that your learners enjoy EMS?
John: My kids enjoy EMS. I think they enjoy it more than anything else now, especially
since for example if I'm doing HS5 and I'm discussing the war in Iraq, then we
discuss the economic problems that come from that war, the cost of running that
war. How does it impact on you the child? The child now will learn that their parents
have to pay more for food. There's more to be paid for petrol and so on and so
forth. So they know what happens in Iraq will impact on them as well eventually. 50
everything has to do with their life, and their future. That's how I've been using
EMS.
MM: Do you find that it makes more sense to your pupils working this way?
John: It makes more sense to them and of course, I've brought it down to their level. I've
seen other teacher's work and their standards may be higher because they come
from more affluent areas, but in this poor area, I have to be very practical ...
John explained how access to the TEMS group ofteachers had helped improve his own
ability to teach EMS. He indicated that he sometimes ran out ofideas and therefore used
opportunities that were presented to him. He commented on the 'information' that he had
acquired with regard to teaching about money and banking. He was able to expose his
pupils to the long-term benefits ofsaving. He also noted that his 'subject matter'
knowledge ofEMS had grown since he first joined the TEMS project.
John: Ja immediately we did those workshops, see now I use opportunities. I can be a bit
lazy too sometimes. I used the opportunity, I got the information, I found it easy to
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