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

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ACKNOWLEDGEMENTS • The support ofmy family has enabled me to complete this thesis. My wife Losh has been a source ofinspiration and a pillar of strength. My two girls, Dinesha and Reantha, have shown incredible patience. Thank you for your love and encouragement. • This research study would not have been possible without a profoundly lmowledgeable and supportive supervisor. I am most grateful to Professor Ken Harley for his guidance. • I owe a debt of gratitude to the teachers in the TEMS programme for allowing me into their busy lives. • Finally, I thank the National Research Foundation and the Spencer Foundation for the financial assistance provided for this research study. v
DECLARATION I, Suriamurthee Moonsamy Maistry declare that this thesis is my own work and has not been submitted previously for any degree at any university. Suriamurthee Moonsamy Maistry VI
Page 1 and 2: Teacher Learning in a Community of
Page 3 and 4: ABSTRACT Conceptualising teacher le
Page 5: DEDICATION This thesis is dedicated
Page 9 and 10: ASSOCIATED CONCEPTS UNDER STUDY WIT
Page 11 and 12: Observation ofJohn's teaching after
Page 13 and 14: A SYNTHESIS OF THE STUDy...........
Page 15 and 16: TEMS RNCS EMS GET DoE INSET ELRC SA
Page 17 and 18: In describing the subject-pedagogy
Page 19 and 20: teachers lacked content knowledge r
Page 21 and 22: acknowledges the importance and pec
Page 23 and 24: some formal Mathematics teacher edu
Page 25 and 26: study, the coordination functions w
Page 27 and 28: It foregrounds the fact that the co
Page 29 and 30: school. Higher education opportunit
Page 31 and 32: frame models for projecting future
Page 33 and 34: teacher education by the state, (as
Page 35 and 36: schools, classrooms, management and
Page 37 and 38: Although the Teacher Audit indicate
Page 39 and 40: One ofthe first curriculum reform i
Page 41 and 42: entrenched design feature of C2005,
Page 43 and 44: In Chapter Five, I set up a narrati
Page 45 and 46: LITERATURE REVIEW 2.1 INTRODUCTION
Page 47 and 48: As indicated in the previous chapte
Page 49 and 50: This view is supported by Putman an
Page 51 and 52: Learning is social in nature (Putma
Page 53 and 54: Constant reflection on and understa
Page 55 and 56: Teachers drew on their membership i
Page 57 and 58:
The above arguments about the lack
Page 59 and 60:
change. She highlights the importan
Page 61 and 62:
Differences in the cultures oflearn
Page 63 and 64:
persons and is not considered solel
Page 65 and 66:
and offers insights into how learni
Page 67 and 68:
America. Goodson (1992) and Calderh
Page 69 and 70:
learned meaning and value for them
Page 71 and 72:
'accommodation' and intimates that
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staffroom and a 'pragmatic' teacher
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Davisson (1984), Lumsden and Scott
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directive in that it guides choices
Page 79 and 80:
economic discourse, the economics p
Page 81 and 82:
• Understand and promote the impo
Page 83 and 84:
2.7 CONCLUSION This chapter began b
Page 85 and 86:
(Walford 2001; Anderson 1999). With
Page 87 and 88:
• It places value on the research
Page 89 and 90:
The main research question in this
Page 91 and 92:
Lave and Wenger emphasise the centr
Page 93 and 94:
3.3.2 The Work ofWenger (1998): Com
Page 95 and 96:
agree with the way it takes place o
Page 97 and 98:
Figure 3.3: Refined intersection of
Page 99 and 100:
eflecting. The ability of a communi
Page 101 and 102:
object to something that in reality
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practice is not just an aggregate o
Page 105 and 106:
system or institution and the influ
Page 107 and 108:
3.3.2.4 Learning Practice has to be
Page 109 and 110:
new possibilities for meaning. Brok
Page 111 and 112:
These characteristics indicate that
Page 113 and 114:
engage with one another and acknowl
Page 115 and 116:
A structural model ofa community of
Page 117 and 118:
who were regarded as peripheral. A
Page 119 and 120:
Ideally I would have wanted teacher
Page 121 and 122:
they represent key ingredients in s
Page 123 and 124:
that the Wenger framework presents
Page 125 and 126:
more useful and effective than part
Page 127 and 128:
3.6 CONCLUSION This chapter provide
Page 129 and 130:
• While my professional input int
Page 131 and 132:
• Cycle ofhypothesis and theory b
Page 133 and 134:
observer played themselves out. A c
Page 135 and 136:
organised events and linked communi
Page 137 and 138:
In keeping with ethnographic princi
Page 139 and 140:
In this qualitative study, my inter
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collection. He questions whether co
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physical context, the complex body
Page 145 and 146:
completed, final text: rather, they
Page 147 and 148:
the teacher over classroom events (
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'connoisseurship'. I realised that
Page 152 and 153:
In this study, the criteria for the
Page 154 and 155:
In Chapter One I described the sequ
Page 156 and 157:
tactic by indicating to research pa
Page 158 and 159:
On the occasions that I delivered b
Page 160 and 161:
"Confidentiality involves a clear u
Page 163 and 164:
were cordial and professional. The
Page 165 and 166:
CHAPTER FIVE HOW HAD TEACHER LEARNI
Page 167 and 168:
individual participants changed dif
Page 169 and 170:
He received his schooling under the
Page 171 and 172:
school regularly updated the books
Page 173 and 174:
gone on to become really wealthy. I
Page 175 and 176:
John noted that in planning the cur
Page 177 and 178:
Significant changes had thus occurr
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just transfer it. For example, bank
Page 181 and 182:
Extract from the lesson: John: Pupi
Page 183 and 184:
schoolwork as 'economic work'. This
Page 185 and 186:
John: Now we are not looking at thi
Page 187 and 188:
cardboard and drawing or sticking i
Page 189 and 190:
John: Now I want you to remember wh
Page 191 and 192:
John succeeded in drawing on the sp
Page 193:
at her maths books to which the tea
Page 196 and 197:
issues that his pupils were raising
Page 198 and 199:
5.5 JOHN'S CHANGING PROFESSIONAL ID
Page 200 and 201:
to achieve their joint enterprise o
Page 202 and 203:
5.6 JOHN'S INCREASED PARTICIPATION
Page 204 and 205:
John regarded the close interaction
Page 206 and 207:
As stated earlier, because the 'con
Page 209 and 210:
CHAPTER SIX USING WENGER'S CONSTRUC
Page 211:
6.2 SECTION ONE AN ANALYSIS OF TEAC
Page 214 and 215:
understanding it at all. I just don
Page 216 and 217:
In the final interview that took pl
Page 218 and 219:
MM: Shirley: learning outcomes and
Page 220 and 221:
the little things like we started i
Page 222 and 223:
understandings and conceptions ofth
Page 224 and 225:
Extract from Mary's final interview
Page 227 and 228:
Teachers were able to describe the
Page 229 and 230:
The essential differences between D
Page 231 and 232:
Debbie's school, Eden Primary was l
Page 233 and 234:
what he's saying. And in that lesso
Page 235 and 236:
they were excellent, really good. I
Page 237 and 238:
Extract from first lesson observati
Page 239 and 240:
out of the material that they had.
Page 241:
largely recall, repetition or were
Page 244 and 245:
Third extract from Debbie's second
Page 247 and 248:
From the above extracts and discuss
Page 249 and 250:
with a new set ofsubjects. Without
Page 251:
was three kilometres away from the
Page 254 and 255:
In the next extract, Ben referred t
Page 256 and 257:
for making bread. The difficulty an
Page 258 and 259:
T: P: T: P: T: P: T: Look again. Is
Page 260 and 261:
stemmed from a discussion at the TE
Page 263 and 264:
Key to the table A = Good/substanti
Page 265 and 266:
was doing the budget and where they
Page 267 and 268:
ofher school and the TEMS community
Page 269 and 270:
Extract from Beth's final interview
Page 271 and 272:
fox the invitations and arrange for
Page 273:
Table 6.6: Teachers' learning in te
Page 276 and 277:
CHAPTER SEVEN AN ANALYSIS OF TEACHE
Page 278 and 279:
As we saw in Chapter Six, the core
Page 280 and 281:
who did or did not want to become f
Page 283 and 284:
The following extract offers a narr
Page 285 and 286:
difficulties (ibid.). In the above
Page 287 and 288:
A community moves from the potentia
Page 289 and 290:
Cindy began the workshop with a tho
Page 291 and 292:
oundaries" (Wenger et al 2002:97).
Page 293 and 294:
7.4 AN ANALYSIS OF THE TEMS GROUP A
Page 295 and 296:
necessary to learn what they needed
Page 297 and 298:
Figure 7.2: Brokering relationships
Page 299 and 300:
the group. Wenger (1998) notes that
Page 301 and 302:
knowledge ofothers. It is therefore
Page 303 and 304:
MM Shirley MM: Mary: MM: Mary Have
Page 305 and 306:
The following extract from a worksh
Page 307 and 308:
MM: Shirley: How many EMS workshops
Page 309 and 310:
Table 7.2: Criteria for the emergen
Page 311:
Soudien, a leading South African ac
Page 314 and 315:
hand, adopts a 'narrow' perspective
Page 316 and 317:
As mentioned earlier, Wenger's work
Page 318 and 319:
literature review revealed that the
Page 320 and 321:
Another important feature ofWenger'
Page 322 and 323:
'Identity' namely, 'learning as bec
Page 324 and 325:
(Hargreaves 1995). Teacher professi
Page 326 and 327:
for the purposes ofprofessional dev
Page 328 and 329:
teacher growth. CPD in Africa subsc
Page 330 and 331:
knowledge of subject content is ser
Page 332 and 333:
South Africa, due cognisance must b
Page 334 and 335:
8.3.7 An arena for engaging and con
Page 336 and 337:
the provision of appropriate profes
Page 338 and 339:
level conceptual thinking". They wa
Page 340 and 341:
Collaboration within teacher learni
Page 342 and 343:
has for teacher learning in a South
Page 344 and 345:
Bourdieu, P. (1986) The Forms ofCap
Page 346 and 347:
Department ofEducation (2002) Revis
Page 348 and 349:
Homan, R. (2002) The principle of i
Page 350 and 351:
Mattson, L. (2000) Teacher identiti
Page 352 and 353:
Smylie, M.A., Bay, M. & Tozer, S.E.
Page 354 and 355:
Westheimer,1. (1998) Among schoolte
Page 356 and 357:
APPENDIX 2 INTERVIEW SCHEDULES (INI
Page 358 and 359:
2. What information have you been g
Page 360 and 361:
APPENDIX 3 EXAMPLE OF JOURNAL ENTRI
Page 362:
APPENDIX 5 EXAMPLE OF INDEPENDENT O
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