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

The data analysis will reveal that teacher learning had occurred for all participants in the
TEMS teacher learning community, but that learning had occurred along different
trajectories in respect ofthe four components ofWenger's social practice theory of
learning, namely: meaning, practice, identity and community.
1.3 THE SOUTH AFRICAN TEACHER DEVELOPMENT LANDSCAPE
POST 1994: A BRIEF OVERVIEW
The history of education and teacher education in South Africa up to 1994 has been well
documented (e.g. see Welch 2002, Parker 2002). For the purposes of this research report,
attention is focused on the teacher development landscape since 1994.
Irrespective ofthe country concerned, educational reform is seen as "critical to repairing,
redressing, professionalising and changing current educational practices" (Adler 2002).
Adler notes that this is particularly true of current South African educational change.
In 1994, the first democratically elected government was elected in South Africa. One of
the most challenging aspects ofits enormous task was to contend with a "segregated,
fragmented authoritarian, dangerously unequal and inefficient education system" (Welch
2002:23). The post-liberation government was confronted with many dilemmas and hard
choices in its efforts to transform apartheid education. It had inherited a complex
education system comprising 18 education departments that serviced the different
provinces, homelands and race groups. These 18 education departments were responsible
for 105 colleges ofeducation. In addition, there were 32 autonomous universities and
technikons. The teacher education system was thus scattered, fragmented, expensive, and
characterised by marked discrepancies in costs across different institutions.
For the majority Black population of South Africa, limited o,pportunities had existed for
secondary or tertiary education after completing basic education. The success rate at
secondary school level was low, with few Black students successfully completing high
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