Exploring teacher learning in a mathematics cluster as a professional learning community in a district.

Abstract

The literature on professional development suggests that teacher clusters serve as an effective platform for teacher learning. This study explored teacher learning in a mathematics cluster as a PLC. It also examined the kinds of mathematics teacher knowledge learn in Siyakhula (pseudonym) and the extent to which this mathematics cluster operates as a PLC. The study is foregrounded on three conceptual frameworks; Birman, Desimone, Porter, and Garet (1999) elements of professional development; Ball, Thames, and Phelps (2008) domains of mathematics teacher knowledge and Stoll, Bolam, McMahon, Wallace and Thomas (2006) features of a professional learning community. The study is located within an interpretive paradigm. The purposive sampling was used to select the case and participants. Multiplesforms of evidence were generated through semistructured interviews, questionnaires, and document analysis. The findings of the study suggest that mathematics teachers learn formally in the workshops organised by the Department of Education and Non-Governmental Organisations. The findings have shown that teachers learn by interacting with the facilitators, other teachers and doing the tasks that were demonstrated by the facilitators. There was also learning that was taking place outside of the workshop, this learning takes place on WhatsApp group. Regarding the kinds of knowledge, the findings have indicated that the specialised content knowledge, knowledge of content and students/teaching and knowledge of content and curriculum/horizon were learnt in this cluster. The involvement of the three NGO’s in the cluster enabled teachers to learn the specialised content knowledge in the workshops. Adhering to PLCs features, the study found that the mathematics cluster displays certain features of a PLC; common vision which is based on learning to improve student learning, distributed leadership among teachers and facilitators, collaboration, individual and group learning. However, regularity of meeting, reflective inquiry and collective responsibility were unclear from the data. For the clusters to function as a PLC the study recommends that all the stakeholders including teachers, DBE and NGOs should come together to promote collaborative learning.