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

It became evident that teachers' understanding and their ability to make meaning ofthe
new curriculum, in particular the new EMS curriculum, had occurred. Teacher learning
had in fact taken place and this could be observed from the changing ways that teachers
had begun to talk about and make meaning ofthe new EMS curriculum. They had begun
to experience the new EMS curriculum as meaningful. Evidence ofthis changing
understanding is provided in the extracts from interview reports and lesson observation
reports.
It must be remembered that the conception and birth ofthe TEMS community was a
direct result ofthe introduction ofCurriculum 2005 in the primary schools. EMS, a
completely new learning area, had become a compulsory part ofthe primary school
curriculum. Teachers (without a commerce qualification or background) had literally
been deployed (by school management) to teach this learning area.
From a comparison ofinterview data and post interview reflection sessions ofthe initial
and final interviews, and from ongoing dialogue with each teacher, it became evident that
teacher learning had occurred, but in varying degrees for different teachers. Teachers also
presented negative or mixed perceptions ofthe new curriculum and Outcomes-based
education (OBE). In contrast to John's positive reception ofC2005 and OBE (see
Chapter Five), other teachers expressed ambivalence, anxiety and even contempt towards
the new curriculum. I A selection ofteachers'views on the new curriculum is captured in
the extracts below.
Shirley: initial interview
MM:
Shirley:
What are your views on curriculum 2005 and OBE? What has been your
experience?
It Should be thrown in the bin. You get the high flyers that are bored you
get so many different... let's say the traditional way I felt was far better
when you are standing there and you are teaching them and they are
understanding the work. OBE, the practicality of the work, they are not
I It should be noted that teachers used the terms 'Curriculum 2005 and 'OBE' as if they were synonymous.
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