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

Similar patterns ofuneven participation outlined in the theory above were reflected in the
TEMS community ofteachers. These features are illustrated in the following table.
Table 7.1: TEMS membership
Type of Membership Typical Characteristics Number
Organised events, sent out invitations,
Co-ordinator administrative responsibilities, active
membership but not a research participant 1
Active research participants involved in all
Core group aspects ofthe study. Also assumed leadership 7
roles
Non-research participants, but active members
Active members in the TEMS community 4
Attended every alternate session - varied
Alternates levels ofparticipation 6
Infrequent attendance - limited participation
Peripheralsllurkers 4
Present at sessions for short duration to record
Impressed volunteers their presence on the register - minimal 3
participation
First time appearance at a workshop session - At least one
New members participation levels and subsequent attendance new teacher
varied _p_er session
The TEMS community was a dynamic and constantly changing grouping ofEMS
teachers. Cindy, an astute and esteemed member ofthe community, played the role of
coordinator. She took on the administrative leadership responsibility ofthe community
and was intent on fostering the development ofher colleagues. Wenger et al (2002)
assert that the community co-ordinator is crucial to the community as she is a well­
respected member who helps the community focus on its enterprise and helps maintain
relationships between members.
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