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

In the post lesson reflection, John explained that he had identified possible avenues in
which he could extend on the lesson that he had taught. These included dealing with
factors that affect demand, such as competition and seasonal demand (raised at the
beginning of the lesson). John was able to identify distinct links between EMS and
Mathematics (cost price and selling price calculations) and Human and Social Sciences
learning areas and had programmed lessons accordingly. He was also able to draw on
skills pupils learnt in Mathematics and HSS with regard to drawing ofgraphs and
calibrating axes. Ofparticular note in this lesson was John's continuous linking ofnew
material to the economic problem ofscarcity and choice.
5.4.2.3 An analysis of the pedagogic style of the lesson
A significant development in John's teaching approach was the increased level of
productive pupil involvement in this lesson. This was in stark contrast to his lesson
earlier in the year. This was yet another manifestation ofthe paramount importance of
pedagogical content knowledge that teachers in the TEMS project continuously alluded
to. In the post observation reflection session, he explained that he was trying to move
away from how he had been teaching in the past, where he was the source ofall
information and 'spoon-fed' his pupils. He mentioned that he had read the transcript of
his first lesson several times and was 'shocked' at how 'teacher centred' his first lesson
was, and how often he had simply 'repeated' pupils' responses to his questions. He
indicated that he was making a deliberate attempt to get his pupils involved in meaningful
activity even though pupils initially resisted working on their own and struggled to deal
with the uncertainty ofnot knowing all that was needed immediately. Evidence in the
transcript and the lesson observation report confirms John's reading ofhis pupils'
response to his changed approach to teaching them.
John had developed confidence in his knowledge ofEMS. He had also developed the
ability to adjust to the changing dynamics in his class as and when change happened. This
was evident when John made a distinct and spontaneous change in response to events and
180