Abstract
The purpose of the study was to address the professional development needs of
teachers in a school-based Community of Practice (CoP) by offering tailor-made
interventions that address these needs, and to scaffold the development of their
pedagogical content knowledge (PCK).
The interventions, facilitated by UJ, included workshops on the integration into the
science curriculum of the tenets of Indigenous Knowledge Systems (IKS); the tenets
of the Nature of Science (NoS); inquiry-based learning (IBL); inclusive education;
improvised laboratory work; as well as on new content areas (DNA barcoding and
genetics) and generic skills training (stress management).
This research study can be described as a generic qualitative case study with
elements of design-based research.
The research is situated within a social constructivist theoretical framework using
third generation Cultural-Historical Activity Theory (CHAT), as proposed by
Engeström, as the interpretive lens.
Data was collected during a pre-intervention and post-intervention phase using the
following methods and instruments: questionnaires, surveys, observations,
interviews, artefacts, research journals and personal reflection diaries.
Qualitative data analysis used Saldana coding, Views on the Nature of Science
(VNoS) and Views on the Nature of Indigenous Knowledge (VNoIK)) instruments.
Findings according to CHAT indicated that tensions existed primarily between the
subject (the teacher) and the tools (the curriculum and associated policy
documents). Consequently limited success was achieved and teachers reverted
mostly to transmission mode teaching, although affective gains were sustained.
Design principles for bounded school-based CoP were distilled, and accompanying
recommendations made.
Ph.D.