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

List of figures and tables
Figures
Figure 3.1: The Elements ofWenger's Social Theory ofLearning
Figure 3.2: Two main axes ofrelevant traditions
Figure 3.3: Refined intersection ofintellectual traditions.
Figure 3.4: Three dimensions of community coherence
Figure 7.1: A timeline of the TEMS community development
Figure 7.2: Brokering relationships
Tables
Table 4.1: TEMS community membership
Table 4.2: Research participants
Table 4.3: Summary ofdata collection
Table 5.1: Key differences in John's practice
Table 5.2: A composite representation ofJohn's learning
Table 6.1: Biographical profile ofthe TEMS research participants
Table 6.2: Teachers' changing attitudes towards the new curriculum
Table 6.3: Teachers' changing conceptions/understandings ofthe EMS learning area
Table 6.4: Essential difference between Debbie and Ben
Table 6.5: A composite picture ofteachers' learning in terms ofteachers' evolving
practice
Table 6.6: Teachers' learning in terms ofchanging professional identities
Table 6.6: A composite table ofteachers' learning in terms ofmeaning, practice and
identity
Table 7.1: TEMS membership
Table 7.2: Criteria for the emergence of a community
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