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

The following extract offers a narrative vignette of a workshop held in the early stages of
the TEMS programme.
Extract from workshop observation report (19 February 2003)
I was extremely grateful to Cindy of Eden Primary for organizing the venue. She was ready
for me when I arrived and showed me to the venue- the school library. Cindy and her team
paid meticulous attention to detail- the school library was well set up. It was a steaming hot
and humid day in Durban. Cindy had set up four oscillating fans at strategic points ­
definitely needed on a day like this. She had organized cakes, biscuits and soft drinks. This
was really appreciated by the teachers who had travelled from their schools to this venue. I
was most impressed with the effort that Cindy and her team had put in to make sure that
everything was in order. I was grateful to the principal for allowing the workshops to take
place at his school ....
The library was about the size of two classrooms. It was very neat, well-lit room with books
arranged carefully on shelves right around the room. Various charts, maps and other
information posters appeared on the walls. I made use of the huge table that was at the
front. I was able to arrange my numerous documents conveniently on the table so that
incoming teachers could collect copies....
The heat of the day had taken its toll on some teachers who openly expressed how tired
they were as they entered the venue. Most teachers were excited about the workshop and
while we waited for more teachers to arrive, a few teachers engaged in discussions with me
on what they were doing in their schools and how EMS was being organised at their schools.
All expressed uncertainty about the learning area...
While some teachers had attended my first workshop in September 2002, there were many
new teachers whom I met for the first time. I was keen to make a good first impression
since out of this group would emerge the teachers who would work with me for the duration
of the project ...
... The first activity for the workshop entailed making an envelope. Teachers were divided
into groups of five. I provided all the material that was required (paper, a template, pencils,
glue, scissors, rulers etc.). The requirements of the task were spelt out on a transparency,
which I put up. Teachers were given twenty minutes to make as many envelopes as they
could. Teachers seemed to thoroughly enjoy the activity. Some behaved 'like their own
children', fussing, complaining, sharing the workload (division of labour), some taking control
(leadership), quality control etc. The activity took longer than twenty minutes - I allowed it
to continue as teachers were really beginning to enjoy the process and openly stated that
they would try it with their classes, having done it themselves. There was much laughter and
good humour as I 'planted' a trade union activist to try to disrupt the production process in
each 'factory'. I was hoping that the participants would see the real commerce issues that
were coming through....
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