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

to achieve their joint enterprise ofpersonal and professional development through the
process ofmutual engagement in the activities ofthe TEMS programme.
MM: How do you see the role of the presenters- including yourself, the other
teachers, me?
John: You see its about giving everyone an opportunity, that's one and two, even
though a teacher is a public figure, a person who should be able to get in
front and talk, even then they do get nervous, so giving them an opportunity
to come in from and present these topics. I think I've become sharper at
presenting, thinking on my feet. For me I think I learnt that I don't have to
know all the answers. It makes you see things differently, no pressure. You
may have noticed that some people were reluctant, and ask me to present
saying John you do this, you do this, so I tell them, if tomorrow you go for an
interview, you must be able to face people and talk, and you will notice, even
though I have now and then have come up and made a presentation, there
were others in the group who have come up as well. You see, every one gets
an opportunity. Its helps them in being public figures. It helps them to talk
to large groups of people. It helps them get over their nervousness. So it's
many fold, its more than just developing EMS knowledge, it's about personal
development involved here.
During the reflection session on John's second lesson observation, he explained how a
former colleague who had been promoted to principal at a school in another region, had
invited him (John) to present an EMS workshop at his school. He described how his
former colleague had heard that he (John) was the 'local fundi'S in EMS. He noted that he
had previously not regarded himself as an EMS teacher. In the past he had been regarded
as a teacher ofEnglish, but in recent times he had been associated more strongly with
EMS and EMS curriculum development. John began to speak with a lot more confidence
about his changing ability and status as a lead teacher in EMS development. This was in
contrast to the first interview in which he regarded himselfas having no skills and
suggested that ifhe had left teaching, there was nothing he could do.
Extract from first interview:
John: Well, look at me for example, I never developed any skills, as a teacher now,
and if I have to leave teaching there's nothing for me. What can I do?
5 Meaning 'local expert'
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