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

is whether social practice theory as envisaged in the functioning of teacher learning
communities can provide a vehicle for the kind of development that is so needed in South
Africa. My conclusion is that it holds tremendous potential. Well-co-ordinated teacher
learning communities can harness the skills and expertise ofteachers, teacher educators
and department of education curriculum specialists towards developing and sustaining the
continuing professional development (CPD) ofteachers. A discussion ofthis issue
follows later in this chapter.
8.3.2 A social response to addressing the policy-practice gap
In South Africa, the vision for CPD is quite clear. CPD is regarded as being a
fundamentally important aspect ofteacher education. CPD should embody the principles
ofdemocracy where stakeholder involvement is prioritised. CPD providers should have
discretion over programmes but be accountable to quality control mechanisms. However,
while this vision for CPD in South Africa looks good on paper, it is nowhere close to
being actualised (Parker 2002). Christie et al (2004) argue that policy at present exists at
a symbolic level, and they point to the weakness ofthe policy framework for CPD in
South Africa. They argue that there is much ambiguity that surrounds the responsibility
for CPD and the nature and strategies for implementation. There is also the danger that
state-initiated CPD may not even occur, a situation that could lead to spontaneous
initiatives by 'agents' outside of the state. One such initiative is the voluntary formations
ofteacher learning communities where teachers from across schools come together to
collaborate on educational issues that are relevant to them. This is not surprising given
the complex world ofteaching where problems are unpredictable, solutions are unclear
and the demands and expectations ofteachers are intensifying. Collaboration amongst
teachers in learning communities is beginning to emerge as a strategic response to
overcome these challenges (Hargreaves 1995), a phenomenon that is beginning to take
root in the South African context.
This 'social' response lends itselfto a social practice theoretical approach, which is likely
to offer useful insights into future CPD initiatives in South Africa. Teacher collaboration
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