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

Table 7.2: Criteria for the emergence of a community
(P = Substantially Present; D = Developing; A = Absent)
Criteria p D A
Sustained mutual relationships - harmonious or conflictual x
Shared ways of engaging in doing things together x
The rapid flow of information and the propagation of innovation x
Absence of introductory preambles, as if conversations and interactions were x
merely the continuation of an ongoing process.
Very quick set-up of a problem to be involved x
Substantial overlap in participants' descriptions of who belongs x
Knowing what others know, what they can do, and how they can contribute to x
an enterprise
Mutually defining identities x
The ability to assess the appropriateness of actions and products x
Specific tools, representations and artefacts x
Local lore, shared stories, inside jokes, knowing laughter x
Jargon and shortcuts to communication as well as ease of producing new ones x
Certain styles recognised as displaying membership x
A shared discourse reflecting a certain perspective on the world x
The following extract was taken from an independent observer's report.
Extract from Independent Observer Report: Sid
The community of practice appeared to be functioning well - indicators were punctuality,
collegiality and robust participation. The fact that members themselves were presenting
the lessons contributed to the impression of a single community rather than a community
being led by the outSide facilitator. Despite some light-hearted early disclaimers about not
being qualified in EMS, the members who led sessions did so with confidence and enjoyment.
Report backs were confident and well informed. My overriding impression was of teachers
who felt they were benefiting from the activities, who were comfortable to play their roles
as learners, and who were comfortable with each other.
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