2.6 Teacher learning
2.6.2 Views of teacher learning
Kelly (2006) suggests that there are two views of how teachers learn namely: the cognitive view and socio-cultural view. The cognitive view is based on the assumption that learning occurs entirely in an individual‘s mind and that there needs to be learning in order for knowledge to be acquired. This view places the individual at the centre of learning, and that its proponents argue that it is the individual who needs to make sense of the new concepts and understand them. The cognitive view of learning is also based on the assumption that knowledge that is obtained in one setting can be easily transferred to another setting (Kelly, 2006). They foreground the importance of linking new knowledge to prior knowledge in order to make interpreting new concepts easier for the individual who is learning.
This view suggests that the understanding of concepts should go hand in hand with the understanding of the procedures of how certain things work, so that learners can be able to solve problems using their knowledge of the procedure of things. Well- structured and professionally designed learning opportunities that guide the learning are necessary. Informal learning experiences are viewed important in complementing the carefully structured and learnt knowledge.
This view has been criticised for not recognising the process of learning and the acquiring of knowledge where knowing is distributed across teachers, students and resources such as book and computers Kelly (2006). It also does not recognise that learning is the movement from peripheral (novice) to full (expert) participation in the work of schools Lave & Wenger (1991) (as cited in Kelly 2006, p. 507). The cognitive view is also criticised for ignoring the importance of the wider context in which teachers work as well as the perspectives, experiences, influences and identities which
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teachers bring to their work Wenger, Woods &Jeffrey (as cited in Kelly, 2006, p. 507).
In the South African context, one cannot ignore the different contexts in which teachers work as there is such a large gap between for example, the previously disadvantaged schools and the ex-model C schools.
On the other hand, the socio-cultural view of teacher learning is predominantly located in Lave and Wenger (1991) and Wenger‘s (1998) situated views of learning. This view suggests that learning is a social activity that takes place in a social groups or a professional learning community. ―The socio cultural view of learning holds a conception of the learner as cultural and historical subject, embedded within and constituted by a network of social relationships and interaction within the culture in question‖ (Kaartinen, 2009, p. 601). This view sees people as social and culturally socialised individuals. Even in the process of learning, the individual is influenced and shaped by the interaction he or she has with the people they socialise with. This view of learning is the foundation of the concept of community of learners (Kaartinen, 2009). In support of this view, Lieberman and Mace (2008) argue that learning is not only an individual endeavour, but is actually more effective when done in a social context. The latter maintain that learning happens through interactions with other people, through experience and practice. It is therefore also important that when teacher professional development programmes are organised, the environment in which the learning will take place is actually taken into consideration in order for the learning to be as effective as possible. This view highlights the importance of the context in which teachers work and learn and the circumstances in which teacher learning takes place as an important factor in teacher learning.
Putnam and Borko (2000) argue that in order for teachers to be successful in constructing new roles they need opportunities to participate in professional learning communities,
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and that these play an important role in shaping the way teachers view the world and go about their work. A longitudinal study that was conducted in one high school in America, from 2001 to 2005, demonstrated the effectiveness of professional learning communities in professional development and school reform (Buffum & Hinman, 2006). In this school the whole staff embarked on a school reform project in which they functioned as a professional learning community. The staff discussed changes that they expected to achieve and how they were going to go about achieving them. They started working collaboratively on every aspect of the project. The first step was to identify the purpose and passion for being a professional learning community and four major issues were identified. Among these issues was the high failure rate of the learners, the transition of learners from one phase to another and the lack of attention being given to middle or average students. In a period of five years, the school had seen a high rate of improvement in all their identified challenges. The culture of the school had changed and the morale was higher among parents, teachers, learners and the community. The school had also become a model of professional learning community in the state of California (Buffum & Hinman, 2006). This is one of many examples of how professional learning communities have a great impact on teacher professional development and school reform.
The different views of teacher learning are important because they can serve the purpose of guiding those who are providing teacher professional development programmes. They draw from these views to gain an insight into how learning occurs and therefore plan relevant programmes. The understanding of these views can also help teacher professional development programmes organisers use the appropriate model in relation to the relevant view of learning.
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