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

how one's work as a teacher played itselfout. In comparing her current class to her
previous class, she noted that about halfofher current class had low levels ofmotivation
and had to be constantly reminded about their work ethic. This to her was a serious
challenge that often left her quite frustrated. Many ofher pupils came from very poor
homes and often came to school without the basic necessities. She said that OBE required
that pupils have at least the bare necessities, and this created a problem with the poorer
children who did not have their own rulers, glue or scissors.
She noted that the physical condition ofthe school had been in a poor state d"uring her
first few years at the school. Although it had improved in recent years, she felt that it was
still inferior to what was available at ex-model C schools. The school management team
together with the school governing body organised regular fundraising activities. A plan
to improve the physical facilities ofthe school had been put in place. Debbie had
confidence in her school management team. She regarded them as 'strong' and
'excellent', and supportive ofthe teachers at the school. Although class sizes were large,
teachers were able to cope because ofthe support they received from management.
According to Debbie, the influence ofher primary school teacher had taught her the value
of developing relationships with children by establishing rapport and motivating them.
She had learned that it was important to win the friendship and trust ofpupils, as this was
one way in which a teacher could get maximum cooperation from pupils. She noted that
her own pupils regularly commented on her friendly and caring approach to teaching
them. While she did not encourage her pupils to compare her to other teachers, pupils
would often make comparisons and commented positively on her attitude towards them.
She had decided to become a teacher from a very early age, having interacted with her
aunt and uncle who were teachers. As a child, she often modelled their behaviour and had
set her mind on becoming a teacher. She had no regrets about choosing teaching as a
profession and had not considered leaving the profession despite what she termed the
'turmoil' that education had gone through in the recent past.
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