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

are critical barriers to effective teacher learning (Long 2004). The question then is to
detennine the kind ofcontinuing professional development that is most likely to be
successful in different contexts. A challenge facing teacher development is to consider a
community ofpractice framework as an underpinning model for professional
development programmes.
Although partnerships between university academics and teachers have been in existence
for some time, there is still the perception that academics and their pursuit oftheory is
distinct from the world ofteachers whose main enterprise is in fact practice. There is also
the criticism that the work ofresearchers has had little or no benefit for teachers. Of
particular significance is that teacher professional development has failed to acknowledge
and develop the knowledge creation capacities ofteachers and teacher learning
communities (Day 1999). Teacher educators and teachers ought to assume joint
responsibility for knowledge creation, development and dissemination. There is therefore
a need to evaluate existing school-university partnerships. Welch (2002: 32) argues that
"Fonnal teacher education institutions need to broaden the scope oftheir activity to
embrace less fonnal teacher development". In planning for teacher development there is a
need for teacher education providers to work with schools to envision and implement
structures that support ongoing professional development for teachers. Ifa community of
practice framework is to be adopted, then this approach requires a concerted effort from
the entire field ofteacher development, that is, a fundamental shift in how we
conceptualise teacher education and research into teacher development. Teacher
educators who embrace the principles ofsocial practice theory as envisaged in the
workings oflearning communities need to become 'full' members ofthe learning
community. This implies a departure from their traditional roles. Day's suggestion for the
reconceptualisation ofthe roles ofteacher educators is useful:
The role ofthe interventionist (teacher educator) should not be confined to that of a facilitator and
course organizer ... it is too limiting... To be effective in the long term the interventionist needs to
be seen to be a part ofrather than apart from ... educational communities (,)... must engage in
different kinds of critical dialogue over time in order to ... promote and sustain a series of
reflective conversations about individual and institutional needs within schools ... contribute to
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