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

5.4.3 A summary of the key differences between John's teaching practice before
his involvement in the TEMS programme and after eight months of
participation in the TEMS programme
Table 5.1: Key differences in John's practice
Key characteristics of his classroom Key characteristics of his classroom
practice before participation in TEMS practice after participation TEMS
Poor subject content knowledge Displayed significant subject content
knowledge
Inability to relate everyday economic Had developed an economics perspective -
phenomena to EMS and EMS teaching in a ability to identify and make sense ofeconomics
meaningful way in everyday phenomena
Lessons built on potentially misleading Lessons developed with an understanding of
everyday understandings ofeconomic the concepts ofthe discipline
phenomena
Tight locus ofcontrol with regard to what and Improved knowledge enabled a more dispersed
how learning took place (as a result of 'rein' on how and what was learnt. Ability to
insecurity related to inadequate EMS exploit opportunities that arose to enhance
knowledge) pupils' understanding ofEMS
Inadequate subject content knowledge resulted Improved knowledge facilitated freer and more
in stifled interactions with pupils purposeful interchange with pupils
Unfamiliar with the nature ofthe discipline and Had begun to engage in a pedagogical
its associated pedagogical approach approach that articulated with the nature ofthe
discipline
Limited meaningful questioning - little or no Significantly improved questioning technique
attention paid to levels ofquestions asked and testing higher order thinking skills
with seemingly little awareness ofhow these
might contribute to learners' conceptual
development
Inability to probe incorrect responses - Confidence to engage with incorrect responses
dismissive - preferred to 'side-step' the - tolerant and supportive - comfortable with
unknown uncertainty and confident in his ability to direct
responses towards more correct positions
Insular approach to content and its boundaries Easily identifies opportunities for integration
across learning areas
Limited opportunities to engage pupils in Opportunities for reading, writing and speaking
reading, writing and speaking leading to conceptual development in EMS
Fairly rigid approach to lesson planning and Made critical and valid shifts during the course
presentation - lesson proceeded rigidly ofthe lesson, making the most oflearning
according to plan opportunities as they arose - had developed a
deep enough understanding ofsubject content
knowledge to do so.
Poor subject matter knowledge resulted in Logical, sequential development ofconcepts -
misconception and confusion ofconcepts increasing complexity
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