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

South Africa, due cognisance must be given to the fact that apartheid education had
created huge inequities in education. Teacher education initiatives need to be particularly
sensitive to this (Adler 2002). In particular, such initiatives have to be guarded about
adopting deficit models ofteachers and teaching. Adler argues that "INSET programmes
needed to relate to and work with all qualified teachers as professionals, both experienced
in the work they had done and knowledgeable about their current practices in their local
contexts, but at the same time acknowledge a history ofneglect and dysfunction" (ibid:
7). Continuing professional development must provide opportunities for teachers to repair
and develop their subject matter knowledge as well as equip them with skills for dealing
with the socio-economic difficulties that face the country. Teacher learning communities
provide a forum that can potentially serve this function in ways that affirm teachers and
provide non-threatening opportunities for development.
While a teacher learning community may have a virtuous agenda, attempts at actualising
such an agenda may be seriously limited by existing structures within which teachers
work. General working conditions, resource deprivation and poor remuneration are
mitigating factors that inhibit the potential ofteacher collaboration and their ability to
participate and engage in ongoing learning in learning communities. Hargreaves
(1995:172) reminds us that "... teachers' hopes and fears (and interests and identities) are
deeply embedded within and to some extent limited by the historically ingrained
structures within which they work - many ofwhich are the source ofthe problems of
underachievement and inequity..." In engaging teacher professional development
through learning communities these complexities have to be factored into such initiatives.
Understanding the historical context ofeducation in African countries is crucial if
educational reform, including continuing professional development ofteachers is to be
effective (Christie et al 2004). In a country like South Africa, it will be foolish to ignore
the historical peculiarities that have shaped the present status ofeducation and continuing
professional development in particular. The challenge then is to create a conducive forum
where historicity is acknowledged, respected and where individuals from varying
historical backgrounds can begin to engage in CPD. A forum based on the principles of
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