1887

n South African Journal of Education - Transformation of teacher identity through a Mathematical Literacy re-skilling programme

USD

 

Abstract

Wenger's community of practice theory is used to illustrate how, through careful curriculum design, teacher identity can be developed by participation in a re-skilling programme. In the context of learning, a community of practice involves the complex intersection of various components of learning, namely, meaning (learning as experience), practice (learning as doing), identity and community (learning as belonging). The Advanced Certificate in Education in Mathematical Literacy programme was designed to expose participants to knowledge and understanding of the ML curriculum (meaning), development of an integrated approach to teaching and learning, classroom didactics, lesson plans (practice), and group work activities where active participation and dialogue in lectures were encouraged (community). The programme design aimed to promote a change in the teachers' way of being (identity). Through semi-structured interviews with teachers their journey as individuals was revealed. The findings indicate how by focusing on both content and on the teacher's becoming a professional can assist educational specialists in their quest for improved teacher development.

Loading

Article metrics loading...

/content/educat/32/2/EJC119976
2012-01-01
2016-12-04
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error