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Transformation of teacher identity through a Mathematical Literacy re-skilling programme

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dc.contributor.author Nel, Benita
dc.date.accessioned 2012-10-08T07:38:30Z
dc.date.available 2012-10-08T07:38:30Z
dc.date.issued 2012
dc.identifier.citation Nel, Benita. 2012. Transformation of teacher identity through a Mathematical Literacy re-skilling programme. South African Journal of Education, 32:144-154. en_US
dc.identifier.issn 2076-3433
dc.identifier.uri http://hdl.handle.net/10210/7772
dc.description.abstract Wenger’s community of practice theory is used to illustrate how, through careful curriculum design, teacher identity can be developed by participation in a re-skilling programme. In the context of learning, a community of practice involves the complex intersection of various components of learning, namely, meaning (learning as experience), practice (learning as doing), identity and community (learning as belonging). The Advanced Certificate in Education in Mathematical Literacy programme was designed to expose participants to knowledge and understanding of the ML curriculum (meaning), development of an integrated approach to teaching and learning, classroom didactics, lesson plans (practice), and group work activities where active participation and dialogue in lectures were encouraged (community). The programme design aimed to promote a change in the teachers’ way of being (identity). Through semi-structured interviews with teachers their journey as individuals was revealed. The findings indicate how by focusing on both content and on the teacher’s becoming a professional can assist educational specialists in their quest for improved teacher development. en_US
dc.language.iso en en_US
dc.publisher The Education Association of South Africa en_US
dc.rights The Education Association of South Africa en_US
dc.subject Community of practice theory en_US
dc.subject Mathematical Literacy programme en_US
dc.subject Teacher identity en_US
dc.title Transformation of teacher identity through a Mathematical Literacy re-skilling programme en_US
dc.type Article en_US


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