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

organised events and linked community members; a core group of active participants who
assumed leadership roles; an active group offrequent but not regular participants; and
peripheral participants, members who occasionally took part, and 'lurkers' who learned
from observation (Wenger, McDermott and Snyder 2002).
The table below provides a list of schools and research participants: I
Table 4.1: Schools and Research participants
Name of Participant Name of School Gender Teaching
Experience
(years)
Beth Pecan Primary F 6
Kim Eden Primary F 25
Debbie Eden Primary F 15
Shirley Eden Primary F 8
Mary Galley Primary F 25
John Neon Primary M 21
Ben Pecan Primary M 19
The TEMS community can be represented as follows:
Table 4.2: TEMS community membership
Membership Description
Organised events, sent out invitations;
Number
Co-ordinator administrative responsibilities; active member
but not a research participant
Active research participants involved in all
I
Core group aspects ofthe study. Also assumed leadership
roles
Non-research participants, but active members
7
Active members in the TEMS community
Attended every alternate session - varied
4
Alternates levels ofparticipation
Infrequent attendance - limited participation
6
Peripherals/lurkers
Present at sessions for short duration to record
4
Impressed volunteers their presence on the register - minimal
oarticipation
3
First time appearance at a workshop session - At least one
New members
participation levels and subsequent attendance new teacher
varied per session
I Note: Pseudonyms are used for schools and teachers.
120