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

continuing professional development, they also sometimes complicate our understanding
ofthe process. Because writers operate from differing perspectives, research findings are
seldom mutually informing and are often contradictory (Bolam and McMahon 2004).
There is no universal definition ofa professional learning community (Hord 1997).
Although there exists little evidence ofthe impact of continuing professional
development on policy and practice, teacher development programmes continue to be
introduced throughout the world (Bolam and McMahon 2004).
The critical question in this research study seeks to examine the nature ofteachers'
learning in relation to their participation in a teacher learning community. Teacher
development through participation in teacher learning communities is a relatively new
phenomenon in South African teacher education. Graven (2002) notes that literature
analysing teacher learning in learning communities is relatively new and needs further
development. However, international research into teacher learning communities,
particularly in the United States, has highlighted the potential that teacher learning
communities have for teacher development. Wesley and Buysse (2001:120) remind us
that we have much to learn about how we "... might transform traditional views of
teaching and learning (in which practitioners are viewed as recipients ofknowledge) into
learning communities (in which practitioners are viewed as co-producers ofknowledge)".
They suggest that designers ofprofessional development programmes should take the
lead in developing communities ofpractice 'from the ground' and should ideally
incorporate diverse expertise to bring together research, policy, and practices in a way
that is most meaningful to all participants.
Although the notion ofteachers collaborating to improve practice is not new, the study of
collaborative processes engaged in by teachers and other professionals has recently
attracted the interest ofresearchers. However, much more research is needed to
systematically determine the potential ofcommunities ofpractice for learning (Wideman
and Owston 2003).
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