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

knowledge of subject content is seriously lacking. The crucial question is whether such
systematic practitioner enquiry, scaffolding and self-selection can in fact occur in a
teacher learning community where teachers do not have content knowledge. The present
study reveals that in a context where teachers lack content knowledge, the directive role
of an outside expert is indeed crucial to the professional development initiative,
especially in the early stages ofthe community's development. The sustained
development ofthe community will depend on the successful induction ofa core group of
teachers into the fundamentals ofthe discipline. Once a critical mass ofteachers in a
teacher learning community have acquired expertise and experience one can expect the
learning community to flourish (Wideman and Owston 2003). It must be noted though,
that teachers' intellectual backgrounds and personal contexts determine the extent to
which they pursue the goals ofthe community (Grossman et al 2001). When planning for
teacher development programmes, it is important to fully understand teacher learning.
This can happen only ifthere is an understanding of teachers' biographical contexts,
which comprise teachers' previous learning, present practice and expectations for the
future. Simply focussing on the form and location ofteacher development programmes
are insufficient to achieve effectiveness (Kelchtermans 2004).
8.3.5 Social practice theory affords an arena for deliberating on the kinds of
knowledge that counts
Wenger's (1998) social theory of learning suggests that learning within a community of
practice is a result ofinteractions within the community and not necessarily a result of
pre-planned formal course programmes. Learning in communities entails the combination
ofseveral individuals' knowledge to create new knowledge. Communities ofpractice
develop their own understanding ofwhat the joint enterprise should be, they develop their
own agenda, develop their own accountability structures, what Wenger refers to as
'mutual accountability', that is likely to facilitate transformative practice. Under certain
circumstances, teacher learning communities can serve as powerful sites of
transformation (Kennedy 2005).
315