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

The following extract from a workshop observation report (16 April 2003) describes how
teachers negotiated what they felt was important to them and what they wanted to achieve
as a result ofparticipation in the TEMS programme.
At the beginning, I asked teachers to constantly reflect on what they were getting out of
the programme. I also questioned what they were expecting from the programme. They
were clear about the fact that they wanted information on different EMS topics; they
wanted to develop insights into the topics, a deeper understanding of the concepts related
to the topic. They also wanted to explore pOSSible ways of teaching the topic to different
grades. They also wanted some written material on the topic.
While the TEMS study set out to deepen teachers' subject matter knowledge ofEMS, in
their mutual engagement on issues and in discussions, the TEMS group often
unconsciously shifted the emphasis as they negotiated their discussions. Wenger
(1998:82) explains that defining a joint enterprise was a process and not a static
agreement. It produces relations ofaccountability that are not just fixed constraints or
norms. These relations are manifested not as conformity but as the ability to negotiate
actions as accountable to the enterprise. A further discussion on the tension between
competing expectations will be provided later.
The third premise with regard to the negotiation ofthe joint enterprise refers to the ability
ofthe enterprise to create participants' relations ofmutual accountability. In the next
extract from a workshop observation report, we see John and Cindy's commitment as
well as sense ofresponsibility to the TEMS programme.
Extract ofworkshop observation report (August 2003):
When I arrived at Eden primary, Cindy was ready for me as usual. I welcomed the glass of
coke and the sandwich that was reserved for me near the ohp. I was glad to see that some
teachers had arrived before me and were busy updating each other on developments since
their last meeting. Cindy was juggling two commitments at the same time. Her pupils were
involved in a chess tournament in the adjacent building. John had also transported his pupils
to the chess tournament. He made a point informing me that he would drop off his pupils at
his school but would definitely return for the workshop. I was thoroughly impressed with
John's commitment. His school was about twelve kilometres away. He returned to make a
valuable contribution to the workshop. John was always full of questions and was keen to
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