Learning through different types of PL

Lucy demonstrated important changes in the way she carried out the following PL forms during the inquiry cycles.

5.4.2.1Changes in participation in PL discussions

Prior to her participation in inquiry cycles, Lucy indicated that she practiced her PL through discussions, which were held in the department meetings. She acquired different teaching skills by discussing teaching matters with members of the department: “In our department, we are doing that (PL). Even sharing materials, you

see these things… like the Form Four question, we can solve them by cooperating with other teachers” (Lucy/INT-1). However, my review of departmental meetings minutes at School L showed that only one formal meeting had been conducted in her History department in the year 2015 (Minutes of meeting/Doc). This record indicates that formal PL discussions were not regularly organised nor documented in Lucy’s department. However, Lucy acknowledged that she participated in the informal discussions with colleagues.

The shift in practice was evident immediately when Lucy started to engage in her inquiry. This inquiry brought some changes to Lucy’s ways of acquiring teaching skills through our regular and systematic discussions. Her PL plans and objectives were presented and discussed by all teacher participants and she was guided in these discussions to implement new learning opportunities for her students. Over time, Lucy noted that departments could provide a useful forum for teachers to access teaching techniques through discussions: “it could be possible to work with a department like

this one than a whole school… It is possible sharing with a few teachers” (Lucy/FGD- 2).

Lucy explained the unique nature of discussions during her inquiry, claiming that they were focused and informative. She received support from her colleagues as she shared ideas. She also reflected on the high trust between teachers, which made her feel safe to share her thoughts. She said:

The difference is understandable. In the previous discussions we conducted, there was no feedback… if there was something I didn’t know [during the

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IKBC], my colleagues were aware about it. We were helping each other during the discussion sessions or when we were in normal conversation outside the class or school. Our discussions were organised and guided (Lucy/FGD- 3).

In her final interview, she added:

Previously, our discussions were like ordinary stories… You may discuss for a while and leave it hanging without anyone caring whether it has been successful or not. There was no meaningful thread of professional conversations that aimed at finding best solution to a teaching matter (Lucy/INT- F).

Having clear goals and carefully planned activities being supported by a facilitator enabled Lucy to engage in a systematic conversation during formal and informal PL meetings. These discussions maintained continuity in her PL activities.

5.4.2.2Learning through independent study

Lucy indicated that prior to engaging in our IKBC, she had engaged in an independent study. Her reading material consisted mainly of textbooks that were available at school for her students to read. However, she reported that she had occasionally accessed teaching material from the internet. She said: “Otherwise, the online materials have

been providing great help to teaching resources… personally, I like perusing here and there… Mobile phones have been helpful” (INT-1).

Lucy also revealed that she learned teaching techniques from radio and television programmes when she initially responded to the question related to PL independent study. She explained: “Sometimes I listen to radio and programmes on Star Television.

There is an educational programme whereas one teacher who I really like the way he teaches… teaches History” (LucyINT-1). When she was asked if she had read any research-based professional literature, such as research reports and journal articles, she admitted that she had no idea, as she noted: “In truth, I have never attempted to look for such kinds of things” (INT-1).

Her competence in the independent study she undertook was noticed when she started searching and examining professional literature online with my support and that of other

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teachers. She realised that collaboration was required even in an independent study. She learned to access teaching materials that corresponded to what she wanted to teach. She announced:

I never knew that there were some literature on note taking… until you shared… Remember the first day when we met, it was insisted that; everyone should go to read… But reading requires someone to have a clear start. You cannot start from nowhere!... So by showing us the tutorials from ‘YouTube” I discovered what I had to do (FGD- 1).

She also widened her reading resources that helped her to gain more knowledge and skills regarding her teaching area. Lucy realised that there were a variety of reading sources and gradually increased her independent search and reading of professional literature. She commented:

Once I identified the reading issue with my students, I started reading as a teacher... Reading is not restricted to textbooks only… So, after engaging myself in a thorough search for knowledge, I discovered a lot of thingswhich I couldn't obtain them from the textbooks (INT-F).

After engaging in all three inquiry cycles, Lucy had developed the confidence to use the internet to access resources that improved her independent study. She emphasised: “I use the internet most of the time to learn from different sources… Through the internet, you get access to different sources” (INT-F).

5.4.2.3Learning to use classroom action research

Some changes in practice were observed as Lucy was able to understand and perform the tasks she could not do or articulate before engaging in the IKBC. Initially, Lucy did not mention if she had ever used action research as a PL strategy to address classroom teaching issues. However, she had employed some informal inquiries to address student learning and behavioural issues in her classroom. Over the course of the study, she started learning how action research could be conducted and used by teachers to acquire new teaching skills. Since the inquiry cycles basically applied action research skills, Lucy had started to learn and apply the procedures. She articulated: “It is like doing a kind of research, until you are satisfied with the achievement of your goal. You develop a strategy of learning, which you are sure it is going to help your students to learn and improve” (Lucy/FGD-3).

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In her final interview, Lucy realized that she had unintentionally engaged in action research, since she was not primarily aware of its methodical application. She asserted:

Previously I didn’t know what it meant by conducting action research. I have seen the advantage of engaging in the action research through this [IKBC] programme. It helped us to address students’ learning problems. We did not leave the problems hanging. Once we discovered the problem about teaching our students, we intended to find out strategies to address them (INT-F.)

5.4.2.4Learning to organise PL activities

When Lucy was asked if she had participated in classroom observations or attended a seminar during the initial interview, she simply said “no”. She also claimed that she had

never paid an official educational visit to other schools. She further clarified:

For ten years at this school never been called to any seminar/workshop… Even a single seminar! No one!... I have never! We have never gone to another school for the purpose of learning… plans were not there from the beginning, that’s why we don’t visit other schools (INT-1).

There were various contributory factors that might have limited her participation in different types of PL prior to IKBC. These factors are reported in detail in the next chapter. During the course of this study, Lucy did not have an opportunity to participate in one of the two seminars conducted at the school, visit a school, or do a classroom observation. However, she participated with other participants to organise PL activities, such as arranging the two seminars conducted at the school and preparing a guide for the classroom peer observation. She, therefore, developed essential learning skills to adopt these practices. For example, when Lucy was asked if she was capable of arranging a PL visitation to another school, her reply indicated that she developed the confidence to do so:

For now, I can do that… For example, I didn’t know that if you want to go to a particular school, you need to plan for that visit. We need to arrange and write a letter… Problems that we experience here at Lisuli School are the same as in other schools (Lucy/FGD-2).

Likewise, although Lucy did not conduct a classroom observation inside or outside the school, her knowledge of what constituted a classroom observation improved through learning with her colleagues, including me. Therefore, through engaging in inquiry cycles, Lucy developed ability to utilise opportunities available within her school

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environment to organise extensive PL activities such as workshops, educational visits and peer classroom observations. This improved practice enabled Lucy and her peers to create more opportunities for PL, an experience they expressed they have never had prior to this study.