Chapter 5: INDUCTIVE ANALYSIS OF DATA
5.4 KEY THEMES FROM AN INDUCTIVE ANALYSIS OF THE DATA
5.4.2 Theme 2: Construction of identities among teachers
145 Makutu views these sessions as platforms where they are comfortable raising
challenging topics that they experience problems teaching their learners. In their schools the assistance is limited to their colleagues only, whereas when they are a bigger forum they are then able to hear from teachers from other schools how they handle the same topic.
In this section, the data shows that there are a range of different learning activities used in the workshops. These tend to focus on content knowledge and how to teach this content. The workshops and the activities are planned with the needs of the DBE in mind, rather than the needs of the teachers. The focus is strongly on how to
improve the Grade 12 learner pass rate and ensure that the Annual Teaching Plan and the exam guide are adhered to.
146 they are appointed. The examiners set a paper that has to be approved by both the internal and external moderators to check if the exam paper is compliant. The chief markers moderate 10% of the marked papers and have another responsibility of monitoring five markers. The markers must have majored in the subject at an institution of higher learning. The markers must consistently produce good results of between 60% and 70%. There are two types of moderators: internal and external moderators. The moderator’s responsibilities include checking the performance of the learners, whether the duration of the paper was reasonable and also approving the work of the markers. At the end of the exam, they must write a report on whether the paper was fair, the challenges and the gaps and the compliance of the paper with CAPS requirements.
Regarding the above mentioned categories, it is implied that they know better than most of the teachers in attendance, to an extent that one of the examiners (while they were arguing about one aspect of genetics), told the other teachers that they should take what she was telling them because it was pointless for them to teach a topic that will never be assessed in the exam. She emphasised that she knows because she is an examiner. That silenced everyone in the room. The power relations at play may hinder or facilitate learning in a learning space but in this case they are hindering learning. This statement by the examiner supressed discussion in a negative way. The teacher that was suppressed was not a novice; instead, he came across as someone who wanted to have a deeper understanding of the underlying principles of a lesson and, in the process, broaden his knowledge base.
This leads me to conclude that the fact that as some teachers now have an added responsibility, there is a shift in their identity. I am saying there is a shift in identity because these are all teachers; however, due to additional responsibilities they now assume an elevated identity. The teachers’ identities have been elevated in the sense that there is an element of authority and that whatever they say must not be questioned: instead, the other teachers must do as they are instructed. They are now referred to as cluster leaders, markers, senior markers and moderators. Some even get appointed to become subject advisors. As a result of this, the subject advisors assume the role of overseeing the content workshop activities and sit outside while the external facilitator is busy facilitating the workshop inside the venue. The exam
147 matters are left to the markers and senior markers (with the assistance of the subject advisors) to explain to the teachers what is required and how the learners should answer the questions. These teachers assume leadership: mentors, coaches and coordinators of cluster activities. They are now elevated to be the subject experts on the assumption that they know what to teach and what not to teach
The Cluster Leaders have the responsibility of assisting the CI s in the execution of the workshops and co-ordinating of the moderation in their cluster. They are also appointed as Cluster Leaders based on the consistency of their learners’
performances. This assertion was confirmed in the workshops that I attended, where teachers were identified to be the ones to assist in the workshops and to lead discussions and were confirmed as the cluster leader for the current academic year.
The text below attests to the fact that the lead role is assigned to the best performing teachers:
It’s performance, its performance on that particular teacher and the pass percentage per year; to say Mr So and So, you have got maybe 80%, can you help the teachers to make sure they understand genetics. (Duke is a male teacher with 7 years’ teaching experience)
Duke clearly stresses the fact that the teachers with good performing learners are the ones who can help other teachers understand genetics and, therefore, be able to produce better results when they get back to school:
This school is doing well and therefore as a person who is responsible for LS, please stand for the election, and then there would be an election for the cluster leader.
(Punky, is a subject head with 23 years of experience in the field of Life Sciences) Based on the results of the school, according to Punky, that teacher is good enough to be considered for the cluster leader position.
The basis are the teachers who get good results and more qualifications and experience who can support other teachers. So it will be best performing teachers. (Mbinzi, is a subject advisor with 42 years in the field of Life Sciences).
Mbinzi also mentions the importance of the performance of the learners, which is a
“reflection” of how the teacher performs in class. By virtue of this, the teacher then gets to be the one who can lead and support the other teachers.
148 The above respondents are outlining how they view their CL as someone who is there to help them and they all are in agreement that for one to acquire a new
identity one has to perform. The performance is through their learners’ achievements during the year and at the end of the year. The main focus is at the end of the year:
The first thing it will have to be my CI, I believe that if I communicate with him I will grow as a teacher. (Nxonxo, is a male teacher, who is a cluster leader with four years’
teaching experience) Nxonxo also suggests that for his professional growth he has to work closely with the
Subject Advisor, implying that the Subject Advisor is more knowledgeable than his peers.
The teachers see the work of the Cluster Leader as initiating activities in the workshop and playing a co-ordinating role of sharing resources:
If it’s a cluster meeting? The cluster leader would initiate the activities and we would discuss it according to our pace settings (Ok). If it’s an intervention workshop, like if we were called by the CI, the CI initiates the activities. (Slhoqo is a Life Sciences teacher with 7 years’ teaching experience)
So, the cluster leader is always sending emails to us based on whatever materials we need for the teaching and learning. (Banonge)
Banonge has two degrees. She majored in Biology and has 17 years’ teaching experience. She has just been appointed as an HoD in her school and is currently teaching Life Sciences in Grade 12.
5.4.3 Theme 3: Different understandings of the purpose of the Life Sciences