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

knowledge ofothers. It is therefore important to know how to give and receive help.
Developing a shared practice depends on mutual engagement (Wenger 1998). The
following extracts from a workshop report describes how this had begun to happen in the
TEMS programme.
Extract from workshop observation report (30 July 2003):
After the brainstorming exercise, teachers were grouped according to grades they taught
and were required to develop a plan to teach two/three lessons on the topic. Teachers got
down to the task with enthusiasm. It was interesting to note discussions on what level to
pitch the lessons, explanation and discussion of the different contexts in which they taught
and the kinds of lessons that were likely to succeed in each school.
Teachers appeared to become more adept at planning these lessons. It was interesting to
note the different angles from which teachers approached the different topics. This had a
lot to do with their personal experiences with the topic. They were able to build on each
other's ideas, and make suggestions to overcome possible difficulties that individuals may
experience. Teachers were able to develop suitable lesson outcomes for the leaning
experiences that they drafted. Groups also made suggestions about ways of assessing the
sections that they proposed teaching.
Teachers began to understand and take responsibility for what made life difficult for their
fellow participants. The TEMS participants began to understand that making their work
lives bearable was part oftheir joint enterprise. Wenger termed this a "communal regime
ofmutual accountability" (Wenger 1998:81). He notes that the regime of accountability
becomes an integral and pervasive part ofthe community ofpractice and because ofits
very nature it may not be something that anyone can articulate very readily. In the final
interviews, however, teachers were asked what they thought were the benefits ofjoining
the TEMS community. There were varied responses.
Extract from final interview with Beth:
Beth: Ja it's very good to work and learn in a group because you get a lot of ideas
from other educators especially when there is something that we don't
understand, then it is easy when we work in a group and we can ask questions
to the group, like I'm not clear with this one, how can you help me with this
one and then you just finding out from your group and even r take it to the
class, the learners they just enjoy to work in groups, bringing out points. And
also it's nice to mix and work together.
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