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

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The concept 'unemployment' was encountered, but John did not provide a full explanation ofwhat the concept meant, nor did he check whether pupils did in fact understand the concept. He also introduced the concept ofthe 'Unemployment Insurance Fund' but provided a scant explanation ofhow the Fund worked or why it was set up. The opportunity presented itselfto discuss the issue ofwhy unemployment benefits were available to some classes ofworkers and not to others, but the opportunity was not utilized. 4 John: Pupil: John: Pupil: John: Pupil: John: Pupil: Pupil: John: Pupil: John: Pupil: John: Pupil: John: Pupil: John: Pupil: John: Now when we talked about work, we talked about two types - paid work and unpaid work. Do you work? (Points to a pupil). No. (points to another pupil) - Do you work? Yes, What work do you do? Schoolwork. She does school work - it must (emphasises) be work because every time the teachers write in your report - work harder. So if I were to write 'work harder' it means you are doing work, so you get paid work and unpaid work. (class choruses). Give me an example of unpaid work. Voluntary work. Librarian. (teacher smiles) Librarian? I think librarians get paid, but since your mother is a librarian (laughs) maybe she doesn't get paid - she's a voluntary worker? No sir (pupil appears embarrassed). Anyone else? Helping in a hospital Helping in a hospital, okay, just to cheer people up. Ok, give me a few examples of paid professional work. Teacher. Teacher. Lawyer. Lawyer. Class pupi I. No. Here, John failed to 'pin down' and articulate the 'economic' concept ofwork. He accepted the literal, everyday meaning ofthe term 'work' and went as far as referring to 4 At that time, new government legislation on unemployment insurance for domestic workers had just been passed. 167
schoolwork as 'economic work'. This began to create confusion when he tried to draw the distinction between paid work and unpaid work. He also failed to probe why one pupil regarded the work ofa librarian as unpaid work. In response to a question asking for an example ofpaid professional work, a pupil answered that the work ofa 'class pupil' was paid professional work. John's response was simply to say 'no', without questioning how the pupil had arrived at that answer. The lesson continued... Pupil: Doctor. John: Doctor. These are people who studied for the job. And they collect a wage or salary? Yes? (points to a pupil). Pupil: Sir, work. John: (looks away disappointedly - then looks to another pupil - points). Here, John received another distinctly incorrect answer - in terms ofEMS - but failed to engage with the pupil on the source ofconfusion. The concept 'paid professional work' was introduced incidentally and was therefore not explained in a comprehensive manner. As can be seen in the extract that follows, John again did not distinguish between professional and amateur soccer and why one was considered work and the other not. Pupil: Salary. John: Yes, they collect a salary. Is a soccer player a worker? Pupil: Yes. John: Which type of soccer player? Pupil: A professional. John: Professional - playing for ...example? Pupil: Manchester United. John: (smiles) Manchester United. Pupil: England. John: (almost disappointed) Club man, which club? Pupil: Liverpool. John: These are professional clubs. People are playing sport and we call it work. They are entertainers okay. Now I got this worksheet that will cover the first part. Now I want you to do it in five minutes, number I, 2, and 3. Right, we'll come to 4, 5 and 6 later on. Okay. (Pupi I helps to hand out worksheet). You will see there question 1 is what is work or why do people work? - (pause) very briefly try and answer that question. Why do people work? (Pupils work qUietly). 168
Page 1 and 2:
Teacher Learning in a Community of
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ABSTRACT Conceptualising teacher le
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DEDICATION This thesis is dedicated
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DECLARATION I, Suriamurthee Moonsam
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ASSOCIATED CONCEPTS UNDER STUDY WIT
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Observation ofJohn's teaching after
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A SYNTHESIS OF THE STUDy...........
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TEMS RNCS EMS GET DoE INSET ELRC SA
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In describing the subject-pedagogy
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teachers lacked content knowledge r
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acknowledges the importance and pec
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some formal Mathematics teacher edu
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study, the coordination functions w
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It foregrounds the fact that the co
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school. Higher education opportunit
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frame models for projecting future
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teacher education by the state, (as
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schools, classrooms, management and
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Although the Teacher Audit indicate
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One ofthe first curriculum reform i
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entrenched design feature of C2005,
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In Chapter Five, I set up a narrati
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LITERATURE REVIEW 2.1 INTRODUCTION
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As indicated in the previous chapte
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This view is supported by Putman an
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Learning is social in nature (Putma
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Constant reflection on and understa
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Teachers drew on their membership i
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The above arguments about the lack
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change. She highlights the importan
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Differences in the cultures oflearn
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persons and is not considered solel
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and offers insights into how learni
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America. Goodson (1992) and Calderh
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learned meaning and value for them
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'accommodation' and intimates that
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staffroom and a 'pragmatic' teacher
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Davisson (1984), Lumsden and Scott
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directive in that it guides choices
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economic discourse, the economics p
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• Understand and promote the impo
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2.7 CONCLUSION This chapter began b
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(Walford 2001; Anderson 1999). With
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• It places value on the research
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The main research question in this
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Lave and Wenger emphasise the centr
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3.3.2 The Work ofWenger (1998): Com
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agree with the way it takes place o
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Figure 3.3: Refined intersection of
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eflecting. The ability of a communi
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object to something that in reality
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practice is not just an aggregate o
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system or institution and the influ
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3.3.2.4 Learning Practice has to be
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new possibilities for meaning. Brok
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These characteristics indicate that
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engage with one another and acknowl
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A structural model ofa community of
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who were regarded as peripheral. A
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Ideally I would have wanted teacher
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they represent key ingredients in s
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that the Wenger framework presents
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more useful and effective than part
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3.6 CONCLUSION This chapter provide
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• While my professional input int
Page 131 and 132: • Cycle ofhypothesis and theory b
Page 133 and 134: observer played themselves out. A c
Page 135 and 136: organised events and linked communi
Page 137 and 138: In keeping with ethnographic princi
Page 139 and 140: In this qualitative study, my inter
Page 141 and 142: collection. He questions whether co
Page 143 and 144: physical context, the complex body
Page 145 and 146: completed, final text: rather, they
Page 147 and 148: the teacher over classroom events (
Page 149: 'connoisseurship'. I realised that
Page 152 and 153: In this study, the criteria for the
Page 154 and 155: In Chapter One I described the sequ
Page 156 and 157: tactic by indicating to research pa
Page 158 and 159: On the occasions that I delivered b
Page 160 and 161: "Confidentiality involves a clear u
Page 163 and 164: were cordial and professional. The
Page 165 and 166: CHAPTER FIVE HOW HAD TEACHER LEARNI
Page 167 and 168: individual participants changed dif
Page 169 and 170: He received his schooling under the
Page 171 and 172: school regularly updated the books
Page 173 and 174: gone on to become really wealthy. I
Page 175 and 176: John noted that in planning the cur
Page 177 and 178: Significant changes had thus occurr
Page 179 and 180: just transfer it. For example, bank
Page 181: Extract from the lesson: John: Pupi
Page 185 and 186: John: Now we are not looking at thi
Page 187 and 188: cardboard and drawing or sticking i
Page 189 and 190: John: Now I want you to remember wh
Page 191 and 192: John succeeded in drawing on the sp
Page 193: at her maths books to which the tea
Page 196 and 197: issues that his pupils were raising
Page 198 and 199: 5.5 JOHN'S CHANGING PROFESSIONAL ID
Page 200 and 201: to achieve their joint enterprise o
Page 202 and 203: 5.6 JOHN'S INCREASED PARTICIPATION
Page 204 and 205: John regarded the close interaction
Page 206 and 207: As stated earlier, because the 'con
Page 209 and 210: CHAPTER SIX USING WENGER'S CONSTRUC
Page 211: 6.2 SECTION ONE AN ANALYSIS OF TEAC
Page 214 and 215: understanding it at all. I just don
Page 216 and 217: In the final interview that took pl
Page 218 and 219: MM: Shirley: learning outcomes and
Page 220 and 221: the little things like we started i
Page 222 and 223: understandings and conceptions ofth
Page 224 and 225: Extract from Mary's final interview
Page 227 and 228: Teachers were able to describe the
Page 229 and 230: The essential differences between D
Page 231 and 232: Debbie's school, Eden Primary was l
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what he's saying. And in that lesso
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they were excellent, really good. I
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Extract from first lesson observati
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out of the material that they had.
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largely recall, repetition or were
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Third extract from Debbie's second
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From the above extracts and discuss
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with a new set ofsubjects. Without
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was three kilometres away from the
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In the next extract, Ben referred t
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for making bread. The difficulty an
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T: P: T: P: T: P: T: Look again. Is
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stemmed from a discussion at the TE
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Key to the table A = Good/substanti
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was doing the budget and where they
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ofher school and the TEMS community
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Extract from Beth's final interview
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fox the invitations and arrange for
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Table 6.6: Teachers' learning in te
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CHAPTER SEVEN AN ANALYSIS OF TEACHE
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As we saw in Chapter Six, the core
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who did or did not want to become f
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The following extract offers a narr
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difficulties (ibid.). In the above
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A community moves from the potentia
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Cindy began the workshop with a tho
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oundaries" (Wenger et al 2002:97).
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7.4 AN ANALYSIS OF THE TEMS GROUP A
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necessary to learn what they needed
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Figure 7.2: Brokering relationships
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the group. Wenger (1998) notes that
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knowledge ofothers. It is therefore
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MM Shirley MM: Mary: MM: Mary Have
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The following extract from a worksh
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MM: Shirley: How many EMS workshops
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Table 7.2: Criteria for the emergen
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Soudien, a leading South African ac
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hand, adopts a 'narrow' perspective
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As mentioned earlier, Wenger's work
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literature review revealed that the
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Another important feature ofWenger'
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'Identity' namely, 'learning as bec
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(Hargreaves 1995). Teacher professi
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for the purposes ofprofessional dev
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teacher growth. CPD in Africa subsc
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knowledge of subject content is ser
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South Africa, due cognisance must b
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8.3.7 An arena for engaging and con
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the provision of appropriate profes
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level conceptual thinking". They wa
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Collaboration within teacher learni
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has for teacher learning in a South
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Bourdieu, P. (1986) The Forms ofCap
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Department ofEducation (2002) Revis
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Homan, R. (2002) The principle of i
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Mattson, L. (2000) Teacher identiti
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Smylie, M.A., Bay, M. & Tozer, S.E.
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Westheimer,1. (1998) Among schoolte
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APPENDIX 2 INTERVIEW SCHEDULES (INI
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2. What information have you been g
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APPENDIX 3 EXAMPLE OF JOURNAL ENTRI
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APPENDIX 5 EXAMPLE OF INDEPENDENT O
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