The study employed the case study as a research design which used a range of data generation tools and collected mostly qualitative data and some quantitative data was generated by the survey. A case study is defined as “an empirical inquiry that investigates a contemporary phenomenon within its real-life context when the boundaries between phenomenon and context are not clearly evident and in which multiple sources of evidence are used” (Yin 2009, p.259). For the purpose of this study the case study was used to gain insight into what happens in teacher learning communities. As stated by Rule and John (2011), the case study approach allows the researcher to choose one or a few cases and studies them in depth. In this study, I am studying two cases: the Commerce Teachers’
Association and the Mathematics Group in Zethembe District. The case study was used to explore a general issue within a limited and focused setting (Rule & John, 2011). In this study, teacher learning in teacher learning communities was the general issue that is investigated in two focused settings.
The strength of using the case study research design was to generate theoretical insight, either in the form of grounded theory that rises from the case study, or by using an existing theoretical perspective. In line with Rule and John (2011), in this study the case study illuminates broader theoretical and contextual points. This study was not intended to generate grounded theory but it used the Cultural-Historical Activity Theory and the teacher knowledge conceptual framework to develop a rich and thick description of how teacher learning (which is the phenomenon) happens in the Commerce Teachers’ Association and the Mathematics Group. This study was a multiple case study because it has two cases.
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Multiple cases provide a large amount of information in detail about the research topic (Yin, 2009; Rule & John, 2011). Multiple cases also allow comparison across the cases. In this study the findings for each case were compared, in order to get different pictures about the phenomenon (which is teacher learning) in each context. The comparison of findings is presented in Chapter 9 of this thesis.
However, the case study design had some limitations to the study. Yin (2009) suggests that when the researcher uses multiple cases, she might be tempted to look for similarities and disregard the differences. In this study the findings from each case were compared according to the research questions. This study generated large quantities of data that took time to analyse. The CHAT and teacher knowledge analytical tools were instrumental in handling the quantities of data.
4.4.1. Selection of cases
This study was not aiming to transfer the findings or to generalize to the wider population.
The purposive sampling was used because it demands knowledgeable people, those who have in depth knowledge about the particular issues by virtue of their professional role, expertise and experience (Cohen, Manion and Morrison, 2007). Purposive sampling was used to select the cases and the interview participants.
When I started this study I identified three potential cases. These three cases were identified as teacher learning communities in one of the twelve districts (Zethembe District) in KwaZulu-Natal. The first case was IsiZulu Home Language teachers which was a group that has existed for a while. The second case was a group of Commerce teachers known as the Commerce Teachers’ Association which was formed by Commerce teachers in Zethembe District. It draws Commerce teachers from schools in four Circuits in the District. The third case was a Mathematics Group or circuit cluster that was formed in accordance with Department of Basic Education orders. The Mathematics Group was supported by Non- Governmental Organisations who came from outside of Zethembe District by providing funding, resources and workshops. However, I ultimately had two cases because there were no workshops for the isiZulu teachers held during the data collection phase. There were activities that were taking place but their focus was on learners, for example Grade 12 learners were grouped together and isiZulu teachers coming from outside of Zethembe District taught them. Figure 10 and Figure 11 for this chapter on the next page is a contextual illustration of two cases.
77 Zethembe District in KwaZulu-Natal A
Figure 10: Location of Commerce Teachers’ Association
Zethembe District in KwaZulu-Natal B
Figure 2: Location of Mathematics Group
Figure 11: Location of the Mathematics Group
The Mathematics Groups also draws teachers from four circuits, but is assisted by external facilitators from local NGOs.
Purposive sampling was also used to select the interview participants. Purposive sampling suited this study because I needed to interview knowledgeable people, those who have in-
Circuit C
Circuit D Circuit
B Circuit
A Commerce
Teachers’
Association
Circuit A
Circuit B
Circuit C
Circuit D:
Maths Group
NGOs
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depth knowledge about each of the two communities under study, “by virtue of their professional role, expertise and experience” (Cohen, Manion & Morrison, 2007, p.115). For the Commerce Teachers’ Association, the sample consisted of four participants. I gave participants pseudonyms for confidential and protection reasons. The Economics Subject Advisor, Mrs Mathe is an ex- officio member of the Commerce Teachers’ Association, Chairperson is Celokuhle, General Secretary was Sebenzile and Sbusisiwe was one of Commerce teachers who was not in the executive committee of Commerce Teachers’
Association. Table 5 shows the biographical features of these four interview participants:
Participant Gender Age Subject taught Teaching Experience
Post Level No of Years in Commerce Teachers’
Association
Mrs Mathe Female 54 Economics 12 years
teaching, 6 years as advisor
Post level 3 Economics Subject Advisor
5 years
Celokuhle Male 36 Business Studies and Economics
12 years Post level 2 HOD
5 years
Sebenzile Female 37 Accounting and Business Studies
15 years Post level 2 HOD
5 years
Sbusisiwe Female 30 Business Studies and Economics
9 years Post level 1 educator
5 years
Table 5: Biographical details of Interview Participants from the Commerce Teachers’
Association
The Mathematics Group was a group of Mathematics teachers from one of the four circuits in Zethembe District. The sample consisted of the four participants that were interviewed, Siza, the NGO Mathematics facilitator, Hlengiwe, the cluster coordinator and a lead teacher, Jabulani, a lead teacher and Bongani, a lead teacher. The four participants were given pseudonyms. The following Table 6 shows the biographical details of these four participants:
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Participants Gender Age Mathematics Teaching experience
Portfolio in Mathematics Group
Siza Female 68 years 30 + years teaching
Mathematics at school level. 8 years as the Maths Facilitator of NGO workshops
NGO Facilitator
Hlengiwe Female 35 years 10 years Coordinator and
Maths Lead Teacher
Jabulani Male 31 years 5 years Maths Lead Teacher
Bongani Male 41 years 13 years Maths Lead Teacher
Table 6: Biographical details of Interview Participants from the Mathematics Group