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

As stated earlier, because the 'confidence' did not emerge as a significant factor for all
participants in this study, it was not pursued and analysed. The concept of 'confidence' as
mastery introduced as a possible fifth component oflearning by Graven (2002) does
however have some significance for John in particular. John did in fact attest to being
more confident in terms ofhis subject content knowledge, his ability to practice as an
EMS teacher, his newfound confidence in his identity and confidence in understanding
his role in his community.
In order to understand the factors that may have contributed to John's development as an
individual within the TEMS community and the wider school community, I draw on the
constructs developed by Bourdieu (1986), namely economic capital, social capital and
cultural capital. Economic capital refers to one's command over economic resources such
as assets (including cash). Social capital refers to resources based on group membership,
relationships, networks ofinfluence and support available to an individual. It is a
personal asset that provides real advantages to individuals in its possession as it allows
access to actual or potential social resources. Cultural capital refers to forms of
knowledge, skill, education or any advantage that an individual has that may give her a
higher status in society. This includes having high expectations, developed attitudes and
knowledge that supports and facilitates (educational) success and success in society in
general. Cultural capital includes an individual's character and way ofthinking that has
been developed as a result ofa particular socialisation. It could also include the
possession ofcertain cultural assets and educational qualifications.
In terms ofeconomic capital, John appeared to be more favourably positioned than most
ofthe other participants. He had been teaching for twenty-three years, had built a house
and owned a vehicle. While John's economic status cannot be described as 'affluent' he
appeared to have a relatively comfortable lifestyle that allowed him, for example, to
utilise personal time and financial resources to engage in the various activities that he was
involved in. For other participants in this study, this was not the case. Often, the lack of
means (vehicle) or financial resources impeded participants' ability to fully engage in and
benefit from the activities ofthe community.
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