Chapter 6 Lens 3: Practices of self-directed learning and change
6.2 Section A: Constraints , challenges and possibilities for teacher learning in public schools167
6.3.2 Learning through others
Within professional learning communities teachers also learn through other teachers.
Teachers in this study identified learning through workshops and mentorship as important learning spaces for their professionalism.
Learning through workshops
Teachers in this study identified workshops as spaces for their learning and change.
It is within these spaces that teachers share knowledge and skills and have opportunities to join learning networks. Teachers revealed that workshops held at their schools were
Chapter 6 Lens 3: Practices of self-directed learning and change
important to their learning and change. As teachers, they were not just recipients of knowledge but also contributed to the process of knowledge creation. Workshops provide a space for teachers to share their knowledge and this has immense value in improving teachers’ practice. Workshops are learning spaces where teachers can reflect critically on their practice and find new ways of being and doing.
Attending workshops
The Department of Education provides only a limited number of workshops focused on the professional development of teachers. Teachers who are interested in learning and change are always looking for ways to improve their practice as teachers, and workshops have been identified as important learning spaces. Carolina says, “I have always enjoyed attending workshops because it provides me with the privilege of engaging with new knowledge and sharing ideas with my colleagues. I’ve attended several professional development workshops which I have enjoyed tremendously.”
Due to the inadequate number of workshops held by the Department of Education, teachers who are interested in developing themselves professionally have to attend workshops organised by their colleagues, teacher unions and non-governmental organisations. Teachers in this study indicated that attending workshops was an integral part of their professional growth and development. Shakila states, “Workshops are a great source of information for me and have helped me to become a better teacher.”
Workshops provide an important learning space for teachers to engage with new knowledge and share best practices with other teachers. Workshops also allow teachers to form professional networks with other teachers, which is important to teacher learning.
Organising workshops
In this study I found that while teachers’ learning and change was enhanced by attending workshops, teachers also created learning spaces for themselves and other teachers through their active involvement in organising and facilitating workshops.
In her role as the chairperson of the English Committee in her district, and as Head
Chapter 6 Lens 3: Practices of self-directed learning and change
broaden my learning.” She identifies areas in which teachers require development and organises workshops around these areas. She says, “I have years of experience and believe in developing others with the knowledge that I have obtained. I co-ordinate workshops within the cluster so that we can understand and implement the [curriculum] changes.”
Shakila recognises that “there is a lack of adequate support structures at school and Departmental level.” As an initiator of learning and a change agent, Shakila extends her own learning when she organises workshops for teachers. The workshops that she organises provide creative spaces for teachers to share learn and develop teaching resources as a group.
At one of the writing workshops that she facilitated, the workshop culminated in the production of two learner guides on the prescribed English set-works. Shakila says, “Each teacher had to compile a booklet on creative writing which is a relatively new section in the curriculum. It was amazing when every teacher compiled a booklet and proudly shared their work with the rest of the team. I believe that the empowerment of teachers through professional development initiatives is important if the level of education standards are to be improved at our schools.”
These workshops extend Shakila’s own learning as a teacher. She learns the importance of collaboration and teamwork. She also creates a non-threatening, non- judgmental and non-critical space where teachers feel free to share their ideas with each other. Through sharing her expertise with other teachers, she is developing her own knowledge and practice as teacher.
Learning through mentorship
Teachers in this study cited mentorship as being an important space for their learning.
There is a shortage of qualified teachers in South African schools which results in schools employing unqualified people (Bertram, Appleton, Muthukrishna & Wedekind, 2006). Shabeer concurs: “The Department of Education sometimes places unqualified or inexperienced teachers to teach at our schools.” In order to ensure that the quality of teaching and learning is not compromised at his school, Shabeer adopts the role of mentor to newer members of staff: “As a Head of Department, I also mentor other teachers. I guide my teachers to teach in any learning area.” In order to be equipped to mentor the teachers at his
Chapter 6 Lens 3: Practices of self-directed learning and change
school, Shabeer conducts research into various topics and one of the research tools that he uses, is the internet. Through mentoring other teachers, Shabeer is compelled to evaluate his own practice, knowledge, values and beliefs as a teacher. Mentoring provides a space for him learn and change as a teacher.
The mentorship process also provides Shakila with the opportunity to share her wealth of knowledge with other teachers and it helps her to be reflective about her own practice as a teacher. She says, “I have a teacher in my department team who is an ex- learner. I provide her with guidance on how to teach. It’s a pleasure to listen to her teach while I evaluate her lesson and I provide assistance for her improvement.” For Shakila, the mentorship process is crucial and should be implemented at South African schools if the culture of teaching and learning is to be restored. Shakila says, “I am aware that there are new teachers who feel overwhelmed when faced with a new text. I have years of experience and believe in developing others with the knowledge that I have obtained.”
Mentorship also provides new learning experiences for Tasneem as a principal: “The SEM [senior education manager] has twinned me with another school so that I could mentor that principal. I am also mentoring a number of primary school principals which provides new learning experiences for me.” Tasneem is identified as a successful manager in her district and she mentors other principals. As she shares their experiences she learns new skills for coping with the difficulties at her own school.
Carolina also learns through being mentored at her school. She says “I’ve learned from my colleagues and my Head of Department...My Head of Department has taught me much regarding [teaching] Afrikaans.” Carolina is able to “diagnose” her needs as a teacher and she identifies other teachers as mentors to improve her practice as teacher. Carolina singles out her head of department as someone who is supportive of her learning process. She uses this mentorship as source of emotional support when she needs someone to acknowledge her achievements and to support her learning: “My Head of Department has constantly provided encouragement and support in my learning. During my free periods, I meet her and she provides clarification regarding the planning and the teaching of the subject.” This study shows that the mentoring process involves much more than supporting teaching and learning.
Chapter 6 Lens 3: Practices of self-directed learning and change
What I found interesting in this study is that during the mentorship process, both the mentor and mentee learn and change. Through mentorship the learning environment is enhanced. Mentorship can sometimes involve “buddy teaching”, which is evident in Shakila’s practice.
Learning through “buddy teaching”
Due to the shortage of teachers and the consequent employment of unqualified teachers as discussed earlier, Shakila identifies a way in which she can help the teachers at her school. She says, “Buddy teaching” (when you pair a new teacher with a more experienced teacher) is a strategy that has worked for me. The orientation of new teachers to teaching is an area that is often neglected...If we don’t invest in those types of professional development then we are going to reap the harvest of what those teachers are going to get into.” The “buddy teaching system” offers a non-judgmental space for all teachers involved in the process. “Buddy teaching” is effective when teachers feel confident about sharing their classroom space with someone whom they trust and respect. This system of learning allows teachers to share teaching, learning and assessment strategies in a non-critical environment which becomes a space in which to enhance their learning and development.