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

There is an assumption that newcomers are somehow drawn 'naturally' into the life ofthe
community and eventually embrace the curriculum developed by the community. The
model fails to address significant differences in the learning ofnewcomers and more
experienced members or 'full' members ofa community. Continuity in the learning of
experienced or full members is crucial to the long-term existence of a community.
As discussed earlier, the four constitutive elements oflearning are complexly
interconnected and mutually defining. This becomes evident when, as Wenger suggests,
even if one were to displace any ofthe four peripheral components with learning and
position the displaced component in the centre, the framework would still remain feasible
and understandable. The components ofthe model are inextricably integrated and the
model itself derives its analytical power from this inherent integration. In discussing the
components I am mindful oftheir interconnectedness. Wenger, in his presentation ofhis
theory, separates the text into two sections, namely, practice and identity. He then
proceeds to engage with the concepts of 'meaning' and 'identity' within these sections.
In the analysis of the data that follows in Chapters Five, Six and Seven, I draw attention
to the interconnectedness ofthe four components. I do, however, structure my analysis in
terms ofindividual components so as to analyse teacher learning in relation to each
component while simultaneously establishing associations and relations with the other
components.
Perhaps the most poignant critique ofthe model is its failure to develop an instructional
pedagogy as it neglects to acknowledge the role ofa formal learning facilitator, teacher or
instructor. For Wenger, instruction plays a secondary role; the role ofthe community as a
whole in offering learners opportunities for participation is regarded as being more
important. This presents as a serious challenge in applying Wenger's framework, namely,
his deliberate marginalisation ofteaching as a fundamental process that produces
learning. The model suggests that teaching is not a precondition for learning and may not
be particularly useful for learning. His focus is on the concept 'learning' at the expense of
any substantial discussion ofteaching and advances the notion of 'participation' as being
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