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Periodical article Periodical article Leiden University catalogue Leiden University catalogue WorldCat catalogue WorldCat
Title:Building communities of practice for the continuing professional development of history teachers: insights from the TEMS project
Author:Maistry, Suriamurthee M.ISNI
Periodical:New contree: a journal of historical and human sciences for Southern Africa
Geographic term:South Africa
Subjects:history education
teacher education
lifelong education
Abstract:The peculiar demands of teaching history in postapartheid South Africa necessitate the creation of 'safe spaces' for teachers of history to engage with the new discourse in history education. Communities of practice as espoused by E. Wenger (1998) offers a useful theoretical approach for continuing professional development of teachers of history, especially in view of the restricted support which history teachers receive from the Provincial Departments of Education. Drawing on experiences gained from the Teaching Economic and Management Sciences (TEMS) teacher development project, the present author offers insights for the development of communities of practice for teachers of history. The TEMS project took place in the greater Durban area of KwaZulu-Natal. It explored the nature of teacher learning in a community of practice in the context of curriculum change. In this particular case the community of practice was a structure conceived by a group of interested teachers eager to support each other in the absence of support from the Department of Education. The author concludes that a community of practice framework has tremendous potential for teacher learning in a South African education context characterized by the marked absence of formal or 'official' teacher development programmes in areas of need. Ref., sum. in Afrikaans. [ASC Leiden abstract]