Context for this research

In this research, I investigated and analysed data from the LEDIMTALI PLC with a view to understanding the pivotal processes in establishing, nurturing and sustaining of PLCs. Ledimtali is an acronym for Local Evidence-Driven Improvement of Mathematics Teaching and Learning Initiative and is a collaborative project at the University of the Western Cape

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(UWC) between schools and the university. The membership of the PLC is constituted of Mathematics teachers from 10 schools, teacher educators and mathematicians from the Education and Mathematics faculties at the University of the Western Cape (UWC) as well as officials from the Western Cape Education Department (WCED).

The PLC meets about nine times a year for afternoon workshops on a monthly basis during the first three school terms. In addition members get together three times a year over a weekend in a teacher institute. A teacher institute in the context of this PLC is a weekend breakaway workshop, starting on a Friday afternoon and ending on the Sunday afternoon. It normally takes place in a suitable conference centre.

The teacher institutes provide a space where the members of the PLC are able to interact without the distractions of time, family commitments and other extra mural responsibilities. In this context they are immersed in their engagement with professional learning activities, relationship building and educational problem solving.

The LEDIMTALI partnership is based on the premise that results from the analysis of current, actual classroom teaching practices and local conditions should guide initiatives for CPTD. This premise accounts for the origin of the project name, the Local-Evidence Driven Improvement of Mathematics Teaching and Learning Initiative (LEDIMTALI). The major epistemological underpinnings of the project are twofold:

(i) The legitimate school Mathematics knowledge is the knowledge that is assessed in time-restricted high-stakes school examinations. (ii) Teaching should focus on thoughtful emphasis on the “practising

and consolidation of concepts and procedures” and “mathematical process skills” driven by the weighting accorded to these two components in the time-restricted high-stakes examinations (Julie, 2011, p. 4-5).

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The aspect legitimate mathematical knowledge as espoused in this paragraph, implies that the local South African syllabus as prescribed by the Department of Basic Education (DBE) is taken as the basis for teaching, learning and assessment. The aspect of the high stakes final examination, commonly referred to as the National Senior Certificate (NSC) examination represents the culmination of teaching and learning. Hence the curriculum, currently referred to as the Curriculum and Assessment Policy Statements (CAPS) and the way it is examined in the Matric examination inform CPTD interventions. The practical implication of this is that the current school syllabus for grades 10 to 12, as well as the approved textbooks and exemplar examination papers are the important boundary objects which sets the standards for PD inputs regarding specific content knowledge (SCK) as well as pedagogical content knowledge (PCK) of teachers. These boundary objects will also inform specific strategies employed in the project such as designing activities for spiral revision (SR), productive practising (PP) as well as assessments for learning (AfL).

The LEDIMTALI project adopted an epistemological stance which asserts that the Legitimate Mathematical Knowledge (LMK) is the Mathematics embedded in the South African Curriculum (CAPS). This is the basis on which all PLC professional development activities in the project. The rationale behind this epistemological stance is that all learners at the project schools will have to demonstrate competence in their final examinations. This is especially true for the National Senior Certificate (NSC) examination at the end of Grade 12.

This epistemological stance will then be supported by particular epistemic commitments such as intentional teaching, spiral revision, assessment for learning and working with feedback ( Julie 2013). Figure 3 below illustrates the LEDIMTALI epistemology:

[14] 1.7 Life-long learning (LLL)

Life-long learning may be defined as the ongoing pursuit of knowledge for either personal or professional reasons. It is universally accepted as an important aspect in the life of every person. One of the important considerations in the pursuit of LLL is the developing of a literate society. Secondly the pursuit of LLL has as its outcome the establishing of 21st century competences in the population of each and every country globally. Importantly one must understand that the term LLL recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations. Hence the annual Figure 3: The epistemological underpinnings of LEDIMTALI

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conferences between UNESCO and the Ministries of Education of African Member States, such as their Durban Statement of commitment in 1998 came up with the following

resolution:

We commit ourselves to an expanded role for education which should be a lifelong process, a continuum which transcends schooling systems and which focuses on the building of a learning society (UNESCO 1998: 4).

This resolution was again strengthened in their 2002 declaration:

Promoting lifelong learning in Africa entails the creation of literate societies, the valuing of local knowledge, talent and wisdom, the promotion of learning through formal and non-formal education, and taking the best advantage of the new information and communication technologies and the dividends of globalisation. (UNESCO, 2002: 1)

This thesis locates CPTD in the context of LLL. Goodson and Sikes, (2001) point to an important connection between the notion of lifelong learning and CPTD. The notion of lifelong learning as espoused by Goodson and Sikes, (2001) incorporates the learning by teachers grounded in their daily classroom activities and experiences. Hence there is a clear association between LLL and CPTD. Benken and Brown (2010) support this argument by indicating that CPTD for teachers should be sustained over time and as such fits the definition of LLL which indicates that it is ongoing and supports professional and personal development.

1.7.1 Ways in which lifelong learning for teachers may take place

Benken and Brown (2010) indicate that this lifelong PD for teachers must provide them with opportunities to grapple with issues of teaching and learning, confront current thinking and practices, and negotiate new and novel solutions to educational problems. The way in which this LLL should be enacted is described by Postholm (2012) by suggesting that the ways in which life-long learning for teachers may be realised may include:

1) Attending and participating in workshops as well as long and/or short university courses,

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2) Job-embedded by continually reflecting on their own practice and the learning of their students,

3) Observing colleagues in practice and giving feedback in an interactive way, and

4) Informal conversations with colleagues (p. 406).

1.7.2 Dimensions of Lifelong learning (LLL)

Shrestha, Singh and Wilson (2008) describe three important dimensions of Lifelong learning as illustrated in the Figure below:

Figure 4: The dimensions of Lifelong learning

The dimensions of lifelong learning as illustrated in Figure 4, indicates important areas in which teachers may seek growth are discussed below:

1.7.2.1 The Personal dimension of LLL

Lifelong learning plays an important role in establishing and building a teacher’s identity as a professional person. This aspect of the teacher’s personality is classified as personal growth

Personal

education and

empowerment

Employability

Community

participation and

engagement

• self -efficacy

• identity formation

• expertise

• career

development

• active citizenship

• eductional

leadership

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because it strengthens a self-worth and standing as a person in society. This enhances the teacher’s self-efficacy to the extent that the teacher is able to display the confidence regarding any engagement in societal and professional contexts.

1.7.2.2 The Professional dimension of LLL

Besides the teacher’s role in his/ her community as a citizen, the teacher also functions in the role of an educator. This is an important role in society at large, but more importantly in educational circles where the teacher renders a service to the public and is seen as accountable to the public.

As a professional educator, the teacher develops a deep understanding of the links between theory and practice though a process of LLL. In this way, the knowledge structures of his/her discipline or subject becomes embedded in the act of teaching as well as engaging with colleagues. Through LLL the teacher as a professional person fulfils the need for continued intellectual stimulation and professional relevance.

1.7.2.3 The Political dimension of LLL

Through LLL the teacher fulfils his/her obligation and duty to develop a sense of activism regarding policy and organisational matters. In addition LLL, when situated in a structure such as a PLC leads to the forming of professional relationships between individuals and groups of teachers. Leadership capacities are developed and engagement in extra- curricular activities encouraged.