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

for the purposes ofprofessional development has been around for a long time (Day
. 1999). Professional development through networking via teacher learning communities
suggests that teachers understand that learning only from experience will limit
development. Teacher learning communities allow teachers to come together and learn
from one another and to engage with curricular issues. It is the response to an important
issue and that is that responsibility for continuing professional development simply
cannot be left to 'others' (namely bureaucrats in the department ofeducation).
Christie et al (2004) remind us about the power and potential ofhuman agency and
initiative in engaging with CPD but warn that this must be complemented by state
involvement. They suggest that the Department ofEducation take ownership and
responsibility for CPD programmes and lend supportto voluntary formations such as
teacher learning communities so as to enhance their sustainability. A powerful feature of
teacher learning communities is that they lend themselves to teacher professional
autonomy, where teachers oftheir own accord elect to participate in professional
development initiatives oftheir own choice. It is not difficult to understand why
contrived networks legislated by Department ofEducation officials are likely to
encounter resistance from teachers. Such networks often have as the agenda, the
uncritical implementation ofnew education policy (Day 1999). 'Contrived collegiality'
entrenches power relationships between participants and undermines teachers coerced
into such networks (Hargreaves 1994). In their endeavours to improve student learning,
teachers often embrace contrived "system-initiated professional development
partnerships and collaborations" but later encounter much "emotional turmoil and ripples
of change... (that can) ... threaten self-image and self-esteem" (Day 1999: 188). Day
argues that"... the building ofjoint, authentic purpose, trust and mutual understandings,
and the provision of support and continuity ..." are crucial to the development of
successful collaborative initiatives (ibid.).
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