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

It must be noted that TEMS research participants comprised both Indian and Black
African, male and female teachers. While the observers quoted above cited race as a
factor, they also commented on the 'sharing ofideas' and the fact that teachers had come
together, to 'share and offer support to each other'. One observer commented that the
teachers felt that the meeting was 'good' in that they could 'interact' with other schools.
On the issue that teachers 'came for the notes', in the earlier discussion above I described
how the availability of 'notes' was one way in which community maintenance was
achieved as a result ofthe availability ofprinted material.
Using Wenger's framework presented an analytical challenge, as the thrust ofhis theory
revolves around the concept 'learning'. This is arguably the most serious critique ofthe
model as it fails to develop an instructional pedagogy by disregarding the role ofa formal
learning facilitator or expert. Wenger's deliberate marginalisation ofteaching, as a
fundamental process that produces learning is indeed cause for concern. Formal
instruction is trivialised while the role ofthe community as a whole in offering
opportunities for participation, is foregrounded. The model suggests that teaching is not
a precondition for learning and may indeed not even be particularly useful for learning.
On the basis ofthe TEMS experience, this appears to be a somewhat limited judgement
as it offers little or no insight into the role ofan outside expert, particularly in a
community like TEMS, where the development ofdisciplinary expertise was a crucial
enterprise ofthe project.
Wenger's model is wanting in that it does not offer a 'community ofpractice' perspective
of 'teaching' and the implications that such a perspective would have for conventional
approaches to teaching. His focus on the concept 'learning' at the expense ofany
substantial discussion ofteaching presents an interesting tension in the analysis ofa
teacher learning community where members see their primary roles as that ofteaching.
The notion of 'participation' as being more useful and effective than particular tools and
techniques for learning is problematic. In the context ofthe TEMS programme,
participants' presentations at workshops often modelled elements ofteaching approaches
associated with the disciplinary knowledge that they engaged with. Wenger, on the other
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