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

In analysing John's possession ofsoCial capital and its influence on his development, it
became clear that his prior experience and history ofhaving been a member ofother
networks and groups, the established relationships that he had nurtured in, for example,
his Mathematics community, and his ability to gamer support from key individuals of
influence (principal and other school management personnel) augured well for optimal
participation in the TEMS community. As compared to other participants, John appeared
to be in a relatively advantaged position.
In terms ofJohn's cultural capital, he was distinctly 'advantaged' as compared to other
participants in that he had in the past, involved himself in various professional
development initiatives and had acquired various forms ofknowledge and skills. This
existing knowledge held him in good stead when the TEMS grouping presented itself.
John had high expectations and had developed an orientation to the kinds ofactivities
typical of workshops and seminars. This appeared to facilitate his success in the TEMS
community. John came from a cultural community (family background) that appeared to
have shaped his character and way ofthinking in a manner that enhanced his chances of
success.
John's distinct difference with respect to economic, social and cultural capital appeared
to be compelling factors that influenced John's significant individual progress in the
TEMS community.
5.8 CONCLUSION
This chapter set up a narrative vignette ofJohn. Wenger's four-component social learning
theory was used to analyse John's data set (Wenger 1998). The phenomena that emerged
from the vignette ofJohn supported the situated nature ofteacher learning. The data
suggests that the process that enables teacher learning is about access to and participation
in a learning community. Wenger's four components oflearning, namely, meaning,
practice, identity and community constituted essential elements ofJohn's learning.
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