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

7.4 AN ANALYSIS OF THE TEMS GROUP AS A COMMUNITY OF
PRACTICE
In the latter stages ofthe TEMS programme, my role in tenns ofmy professional input at
workshops began to change. I was beginning to play an increasingly diminishing role as
organiser and presenter. In the early days ofplanning for the TEMS programme, I had
given considered thought to how my role in the TEMS programme could progressively
move from being a central participant (with a reduced researcher and observer status), to
that ofobserver as participant (with my role as researcher being fore-grounded).
From the outset, Cindy, with the help ofthe core group ofTEMS research participants,
took responsibility for the administrative aspects ofthe TEMS programme. Their
participation and sense ofaccountability to the TEMS programme can be seen in the
meticulous and thoughtful manner in which they took up their tasks. The following quote
from an independent observer's report depicts the nature ofthe commitment to the
programme! (see Appendix 6 for an example ofan independent observer's report).
"The facilitator (referring to Mary) was well prepared and a good team player."
As the TEMS programme progressed the core group began to take on an increasing role
with regard to the professional development aspect ofthe TEMS programme. They began
to hold their own planning meetings in which ideas for TEMS workshops were discussed.
These TEMS teachers began to detennine the structure and outcomes for each session.
Presentation materials and teaching materials were also thoughtfully developed and
packaged. Teachers had gradually begun to take ownership ofthe TEMS programme.
From the above extracts we see that the TEMS teachers had begun a process of 'mutual
engagement' and had started to develop a 'shared repertoire' to facilitate the pursuit of
their 'joint enterprise'. A detailed discussion and further evidence thereof is provided
later in this chapter.
1 A group ofindependent observers (university academics) were invited to record their observations of a
TEMS session (October 2003). These educational researchers were briefed as to the nature ofthe research
project.
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