Transformation of teacher identity through a Mathematical Literacy re-skilling programme

Benita Nel

doi:10.15700/saje.v32n2a547

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.

Highlights

Introduction valuable time and effort are spent on the re-skilling of teachers into a new learning area, this seldom leads to a change in teacher identity to become custodians of the new learning area
In Module 1 of the ACE Mathematical Literacy (ML) programme teachers were exposed to the curriculum document and readings related to ML to give them a better understanding of the nature of the learning area
The changes that took place in teachers during the Advanced Certificate in Education in Mathematical Literacy (ACE ML) programme indicate that the fear associated with these subjects can be dispelled by using an appropriate curriculum for the re-skilling of teachers who were not initially trained in any field of mathematics

Summary

Introduction

Valuable time and effort are spent on the re-skilling of teachers into a new learning area, this seldom leads to a change in teacher identity to become custodians of the new learning area. Mathematical Literacy (ML) as an alternative to Mathematics is a new learning area introduced in South African schools since 2006. Either Mathematics or ML was made a compulsory subject for all South African learners in Grades 10–12 since 2006 (Vithal & Bishop 2006:2). This severely impacted teacher training as it placed an extra burden on South Africa’s already short supply of qualified Mathematics teachers. Many teachers from other learning areas were employed to teach ML and this raised questions as to their competence and capabilities in this learning area

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Results

Conclusion