Teacher Learning in a Community of Practice: A Case Study of ...

These characteristics indicate that the three dimensions ofa community ofpractice;
namely; a community ofmutual engagement, a negotiated enterprise, a repertoire of
negotiable resources accumulated over time are "present to a substantial degree"
(ibid.: 126).
It is not necessary that all participants interact intensely with everyone else or know each
other well, but the less the interaction, the less likely that the grouping can be deemed a
community ofpractice. Also, it is not necessary that everything participants do be
accountable to a joint enterprise, or that everyone be able to assess everyone's actions or
behaviour, but the less this occurs, the more questionable it is that there is a substantial
endeavour that brings the group together (ibid.).
It is also not necessary that 'repertoire' be completely locally produced. A substantial part
ofthe repertoire ofmost communities ofpractice is often imported, and adapted for the
community's use, but, iflocal production ofnegotiable resources is scant or ifno local
artefacts are being produced, then it brings into question whether the people involved are
really doing something or whether there is in fact sustained mutual engagement.
3.3.2.7 The concept 'competence' as explained by Wenger
Competence is more than the ability to perform certain actions, or the possession of
certain pieces ofinformation. Competent membership includes all three dimensions ofa
community ofpractice, namely, mutuality ofengagement, accountability to the
enterprise, and negotiability ofthe repertoire (Wenger 1998).
It is by its very practice that a community establishes what it is to be a competent
participant. "(A) community ofpractice acts as a locally negotiated regime of
competence" (ibid.: 137). 'Knowing', then can be defined as what would be recognised as
competent participation in the practice. Discovering or knowing something new can be
deemed competent participation in the practice. Learning is more than a matter of
competence, but also a matter ofexperience ofmeaning. Learning in practice is only
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