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

skills, attitudes (high expectations) and post graduate education augured well for her to
'succeed' and benefit in profound ways in the TEMS community. She had developed an
intrinsic desire to read and broaden her knowledge and regularly used the TEMS forum to
engage with other teachers on issues that were important to her. Ben on the other hand
had not been involved in formal study for more than twenty years. He had been a product
ofa repressive education system both as a school pupil and as a training teacher. He
rarely prepared any ofhis lessons and did not see the need for any kind ofrecord thereof.
Accountability structures were virtually non-existent in Ben's school.
Debbie's financial position was stable. Her economic capital (ibid.) was not a cause for
concern and did not dictate in any significant way the kinds oflife choices she had to
make. Ben on the other hand had experienced much instability and uncertainty with
regard to his financial status. During most ofhis adult life, his main concern was
economic survival.
As far as Debbie's personal and professional life was concerned, she appeared relatively
settled and secure in her current position. She was an established languages teacher and
belonged to the languages committee. The school conditions under which she worked
were significantly better than Ben's. Her school appeared to have structure and quality
assurance mechanisms in place that made Debbie accountable to school management for
all aspects ofher professional work. Debbie accepted this as part ofwhat was required of
her. This social capital (ibid.) as represented by her access to resources based on group
membership, relationships, networks ofinfluence and support, enhanced her potential to
move from peripheral to full membership ofthe TEMS community.
This was in sharp contrast to Ben who was at the mercy ofhis principal. Ben's tenure at
his school was uncertain and depended on his principal's perception ofhim. Ben had
returned to the teaching profession after a failed business venture. He had not secured a
place for himself at the school and had weak affiliations to established networks of
teachers. He was in an unenviable position in that in order to retain a post at his school,
he had to accept any teaching subject that was thrust upon him He tried to project an
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