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

Teachers drew on their membership in communities ofpractice for support, ideas, and
curricular innovations. The above study is useful as it raises the crucial issue ofthe
'transfer' ofknowledge and skills acquired in teacher learning communities to teachers'
classrooms, an issue that is explored in the present study.
An important argument for teacher community is that it provides a site or location for
teacher learning. There exists a 'natural' interconnectedness ofteacher learning and
professional communities (McLaughlin and Talbert 2001). However, Grossman et al
(2001:942) warn that the word 'community' has lost its meaning, and has become an
'obligatory appendage' to educational innovations. Burgeoning 'virtual communities' add
to the confusion. Wenger (1998) also cautions about ascribing the concept 'community of
practice' to any arbitrary grouping ofpeople. Grossman et al observe that learning
communities are not easily formed and that in fact it takes time for individuals to develop
a common history that will allow them to develop a 'community ofmemory' where
"public discussion revolves around members retelling the constitutive narrative ofthe
group" (Grossman et a12001:945).
Concern over the loss oftraditional social community and a sense ofsocial responsibility
and commitment amongst people in favour of 'unrestrained individualism' is highlighted
by Grossman et al who go on to warn that "what we risk losing ... are those communal
spaces where meaningful interaction broadens people's sense of selfbeyond the 'me' and
'I' into 'we' and 'us'" (Grossman 2001:945).
Teacher communities differ from law and medical communities. Law and medical
professions display their own unique characteristics and vary in the extent to which they
are communities as compared to teacher communities. Membership ofsuch communities
entails the sharing ofan identity, common values, role definitions and a common
language. Grossman et al (2001) draw attention to the unique features and challenges of
teaching compared to the standards and criteria applicable to the professions ofmedicine
and law. Teachers generally differ in their understandings ofthe goals ofteaching, the
structure ofthe curriculum, assessment, and basically anything that pertains to teaching.
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