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

Some teachers had embraced the task with much enthusiasm and were determined to make
a good impression and have their 'factory' win the little competition that was created. A few
teachers, appeared to simply go through the motions and bide their time. While busy on the
task, teachers engaged in casual conversations describing how EMS was organized at their
schools, who was teaching what and the fact that some schools were focussing more on HSS
than EMS at present- because of the lack of 'information' in thiS learning area. Teachers
compared grades they were teaching and the type of schools, the number of periods and
how many teachers teaching EMS etc.
The second session involved reflecting on the entire process and exploring whether such an
activity could be used in teachers' own classes. I pointed out that we had only begun to
scratch the surface in that short session and that I had hoped that they would 'get a taste'
of the learning area. I found it very difficult to give a full clear description of what the
learning area was all about in the short period of time. I was mindful not to introduce too
many new concepts too quickly....
The session drifted into an evaluation of the session. Some of the issues raised include the
fact that many teachers were 'forced' to teach EMS. Many were teaching EMS for the first
time. Some had tried a few lessons but were not sure if they were on the right track. Some
wanted to know what the 'economic problem' was all about....
Teachers expressed their appreciation for the workshop and the materials. They were
grateful to have 'some material to work from' but still expressed much uncertainty about
planning for EMS teaching. I indicated that it was not possible for me to cover every aspect
contained in the reading material provided and I asked them to consider it 'homework' which
they could 'read tonight'. This statement was received with laughter and amusement as one
teacher remarked • We haven't done this kind of thing in a long time' referring to the
planning and reading 'task' that I had given them. None of the teachers had any formal
background in EMS. Another issue that was raised was how to integrate EMS with other
learning areas-said that they found this particularly difficult and needed help in this area.
Wenger et al (2002:70) describe the characteristics ofa community ofpractice in its
'potential' stage in terms ofan 'extant social network' that is drawn together by a
'common topic'. Prior to the commencement ofthe TEMS project, this formation of
teachers was an 'extant social network' that had organised themselves around the need to
share ideas on teaching EMS. " the idea offorming a community is introduced into this
loose network ... (and people) start to see their own issues and interests as communal
fodder and their relationships in the new light ofa potential community" (ibid.:7!).
Finding enough 'common ground' is the key issue at the beginning ofa community, as
what 'energises' a potential community is the revelation that other people face similar
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