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

In the next extract, Beth described how her knowledge ofEMS had changed since joining
the TEMS project. She also described the effect that her improved knowledge had had on
her pupils.
MM: How would you compare your knowledge of EMS now to your knowledge of
the learning area at the beginning of the year? Is there a difference?
Beth: Yes (very emphatically). Yes there's much difference. When I had to teach
EMS at the beginning of the year, really I was not, I must admit because I
must be honest with you it was not clear for me, but, and there even some
things I did not know and for me I was thinking I'm just going to skip this
thing. I'll see maybe at the end of the year maybe just because me, I did not
know what to do you know, so, by attending the workshops really I think it
has helped a lot. I just ask for help and somebody is ready to help me.
There's been a big change even my learners; they are just enjoying EMS now.
And eh, we've discussed with the learners that eh since they know their
home situations eh, that some parents are not working and other parents are
working but they don't get enough money. At least they must try to do
something. And then others came to me and said mam, you really helped me.
On Saturday I asked my aunt to teach me how to make vetkoeks. Now I'm
making vetkoeks and selling vetkoeks. I no more ask my mother to buy you
know, underwears for me or Vaseline or roll-ons. You know some of our girls
you know that they are at that stage. Now I just take the money to buy a
roll on for me for myself and things like that, but now as we are teaching
them to run your own business, now they are really, now they are just
appreciate. You can even see them. There is much change in the learners, in
the way they don't depend to their parents. Some, they say, I'm selling
sweets I selling brooms, you the brooms there. Yes even mats, if you want
mats, you find some of the learners are making mats and selling them.
In the above extract it is clear that as a result ofbeing a part ofthe TEMS, Beth had made
a significant shift in her understanding ofthe learning area, moving well beyond
'everyday understandings' or even 'partial understandings' towards significantly
'developing understandings' ofthe learning area and the fundamental concepts associated
with it.
In Mary's final interview, she explained how her knowledge ofEMS had changed since
joining the TEMS project.
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