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

John: Ja, they have taught EMS before, you see this was the last lot. They were
EMS teachers, now the teachers doing grade 6 had taught it before me, she
taught it in grade 4,5.
It was particularly significant to note that as a result ofhis involvement in the TEMS
project, he was playing an increasing role in EMS development at his school. He was in
fact being expected to lead EMS development in his school despite the fact that in
comparison to the other EMS teachers, he was less experienced.
John had begun to receive increased recognition from his principal who described him as
a teacher worthy ofpromotion. The principal's acknowledgement ofJohn's contribution
to his school is captured in the following extract from my journal.
Extract from my journal (17 October 2003)
Went to see John briefly today to drop off material he had requested. The principal who
was present invited me into his office to have a chat. He was very welcoming and even
offered me a sandwich that he had brought from home. I politely declined the sandwich but
accepted the cup of tea. Also introduced me to his new secretary and asked her to allow me
into the school whenever I needed to see John.... Enquired about the progress of the
project and about John. Said that he had immense respect for John who had become a loyal
'servant' of the school both as a lead teacher and in terms of his extra curricular
involvement. Described John as a 'senior man' who deserved to be promoted.
Later in the final interview John explained how the TEMS project had given him the
opportunity to express himself and refine his skills at speaking in a public forum. John
made a significant comment about not having to 'know all the answers', indicating that
having that perspective as a presenter took the 'pressure' offhim. In the post interview
discussion, John explained that he did not feel insecure about not knowing something and
that he could rely on his colleagues to help make meaning ofwhat might not be clear to
him. This was an important change in John's identity as a member ofa supportive
community. He went on to explain how he successfully encouraged his colleagues to
become more involved in TEMS activities. Here, John's learning in this community had
enabled him to become a motivator and supportive peer, genuinely interested in the
development ofhis colleagues. He had begun to demonstrate accountability for the
development ofhis fellow TEMS teachers and had begun to create opportunities for them
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