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

Extract from final interview with Mary:
Mary: I just want to thank you for giving me this opportunity of participating in
the programme. I enjoyed it. I know I have grown a hell of a lot. And I enjoy
anything new. For me my time was no problem because I am happy to do it,
any time in the future as well. And if you need any kind of assistance you will
be most welcome. I've had my difficult times as a teacher. I won't say that I
haven't been through the mill. I have, but I just have to keep reminding
myself that I am here for the children. They are the most important. And
that's your purpose for being here so you focus on that. And every morning
when I enter the school gate I tell myself that I'm here for the children and
I try to do my best. There's a lot that goes on and sometimes you can't cut
yourself away from it, but you have to qUickly refocus. If you remember that
it's the child that should get priority then it becomes so much easier to
handle everything else. I've been here too long - twenty five years at one
school is much too long.
Mary had shifted from being a peripheral member ofthe TEMS community to becoming
a core member. Her changing professional identity as a teacher was evidenced by her
commitment to the TEMS teacher development programme, its administration, planning
and its curriculum. Her willingness to embark on curriculum development activities in
EMS revealed a distinct shift in her identity as an increasing knowledgeable EMS
teacher. Mary's evolving professional identity can be categorised as displaying
'increasing, notable change'.
Extract from Kim's initial interview:
MM:
Kim:
Okay, can I get into the EMS issue? How wi 11 you describe your knowledge
of EMS, your knowledge of the subject matter?
Not, not good. I really need to get more back up here. It was not my choice
to teach thiS subject. What can I do?
(Participant was uncomfortable with the question and was insecure about her
knowledge of EMS).
In Kim's first interview, she expressed anxiety about teaching EMS and mentioned that
she needed much help with the learning area. Her participation in the TEMS programme
resulted in her developing a changed perception ofherself. She had also developed an
elevated status in the eyes ofother EMS teachers. In the extract from Kim's final
interview, she mentioned how she had become a source ofinformation to people outside
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