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

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MM:<br />

Shirley:<br />

learn<strong>in</strong>g outcomes and read the <strong>in</strong>fo, adapt <strong>in</strong> my head and then plan my<br />

lesson. That's what I have to do. (sound<strong>in</strong>g irritable)<br />

Hav<strong>in</strong>g read the outcomes, what do you understand by learn<strong>in</strong>g outcome one<br />

which says that the learner will be able to demonstrate knowledge and<br />

understand<strong>in</strong>g <strong>of</strong> the economic cycle with<strong>in</strong> the context <strong>of</strong> the economic<br />

problem and learn<strong>in</strong>g outcome three says that the learner will be able to<br />

demonstrate knowledge and the ability to apply responsibly a range <strong>of</strong><br />

managerial, consumer and f<strong>in</strong>ancial skills. What do you th<strong>in</strong>k this means?<br />

You know, although I read them, I don't exactly understand some <strong>of</strong> the<br />

terms. Even some <strong>of</strong> the other teachers don't even know what they mean.<br />

She went on to remark that she had little knowledge <strong>of</strong>the EMS learn<strong>in</strong>g area and that<br />

she had received little support from the prov<strong>in</strong>cial department-run OBE workshops. It<br />

appeared as if struggl<strong>in</strong>g teachers turned to each other for a measure <strong>of</strong>support and<br />

reassurance.<br />

Extract from Shirley's <strong>in</strong>itial <strong>in</strong>terview:<br />

Shirley: I'm be<strong>in</strong>g honest. I don't have much knowledge <strong>of</strong> EMS. This is the first time<br />

I'm teach<strong>in</strong>g it so what I do is I run to JJ's class and I ask her to help me. I<br />

didn't have any knowledge <strong>of</strong> it. I didn't know what it was. And when I went<br />

to the OBE workshop, they didn't do much with us. They just gave us a<br />

handout about what is EMS and we had to read that on our own. So I had<br />

basically the grade seven teachers that helped me with EMS this year. And<br />

now that I am attend<strong>in</strong>g your workshops, I'm gett<strong>in</strong>g <strong>in</strong>sight. I didn't know a<br />

th<strong>in</strong>g.<br />

When questioned as to what she thought the EMS learn<strong>in</strong>g area was about, Shirley<br />

referred to the EMS learn<strong>in</strong>g area as know<strong>in</strong>g how to budget one's money. She was<br />

unable to take this very limited notion <strong>of</strong>EMS any further at that po<strong>in</strong>t, <strong>in</strong>dicat<strong>in</strong>g that<br />

she had to learn more about it. In an extract from Shirley's <strong>in</strong>itial <strong>in</strong>terview she<br />

expressed her desperation:<br />

MM:<br />

Shirley:<br />

If someone were to ask you, as an EMS teacher, how would you describe<br />

what EMS is all about. what would you say?<br />

In a nutshell, EMS is about how to budget your money. And if they want a<br />

further explanation, then I have to sit and th<strong>in</strong>k about it and work on it. As<br />

I say it was totally new. It still is new to me, because this is the third month<br />

that I am do<strong>in</strong>g it. I'll have to f<strong>in</strong>d my way as to what it is before I can give<br />

203

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