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

The focus ofthe theory is on the components that are necessary to make a community
function in the work environment, especially in what they term "the knowledge
economy" (Wenger et aI, 2002:6). They argue that communities ofpractice are an
effective way ofmanaging knowledge and explain the importance and necessity ofthis
management ofknowledge in the modern rapidly changing global economy. Knowledge
management needs to become more systematic and deliberate. Knowledge has a
collective nature and involves every person contributing a perspective to a problem. A
community ofpractice allows for the connection ofisolated pockets ofexpertise across
an organisation
The concept of 'cultivating' communities ofpractice is used by referring to the analogy
ofa plant that does its own growing irrespective ofhow its germination had occurred.
Just as it is not possible to pull the components (stem and leaves) ofa plant to make it
grow faster, it is also not possible to force a community ofpractice to grow. They note
however, that much can be done to encourage the healthy growth ofa community of
practice. While some communities ofpractice grow spontaneously, others require careful
seeding. It is important to value the learning that takes place in communities ofpractice,
by making time and resources available for their work, encouraging participation and
removing barriers (Wenger et al 2002).
What follows is a list of some ofthe benefits ofcommunities ofpractice to its members
as suggested by Wenger et al (more or less verbatim)(Wenger et al 2002: 16).
They:
Help with challenges
Provide a forum for expanding skills and access to expertise
Develop abilities to contribute to a team and keeping abreast ofthe field
Develop confidence in approach to problems
Provide a sense ofbelonging and enhances professional reputations
Allow for more meaningful participation
Allow for increased marketability and employability
Develop a strong sense ofprofessional identity
99