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

literature review revealed that the types ofcoping strategies that teachers employed were
strongly influenced by the context in which teachers operated.
With regard to Economics and Economic and Management Sciences teaching in
particular, the literature review revealed the absence ofany form of significant research
in Economics education in South African schools. Unlike disciplines like mathematics
education, science education or language education, Economic and Management
Sciences education research is essentially 'unchartered' waters in the South African
educational research scenario.
While the literature showed that participation in communities ofpractice has much
potential for teacher learning, findings in much ofthe literature are based on teacher
learning communities in which - unlike the case ofteachers in South Africa generally ­
members (teachers) already possessed significant levels of subject or disciplinary content
knowledge. The present research study also attempted to understand the dynamics of
acquiring subject matter knowledge in a community ofteacher learners who possessed
very little or limited knowledge ofthe learning area, Economic and Management
Sciences.
From a methodological perspective, this research study necessitated embracing the
complex challenge ofthe researcher having to adopt the dual role ofresearcher and
participant. It necessitated a close relationship between myself(as researcher), and the
teachers in the learning community (where my role was that of a participant and leader)
in a professional development initiative. The experience provided insights into how it is
possible to negotiate dynamic and shifting roles from initially adopting the role of
'participant as observer' (observer's activities are well known to all, but subordinate to
the researcher's role as participant) towards the role of 'observerparticipant' (observer's
role is known to all and takes precedence over participation) and ultimately attempting
the role of'complete observer'.
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