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

Differences in the cultures oflearning communities influence the ways that teachers
respond to their participation in such communities (Galluci 2003). In strong communities
ofpractice, teachers worked closely with each other and had a strong influence on each
other's practice, whereas in weak communities ofpractice, teachers had much less
influence on each other's practice (ibid.).
Through in-depth case studies in the corporate world, Wenger, McDermott and Snyder
identified categories and roles that participants in a community ofpractice may adopt.
Participants fit into several categories and assume various roles within the communities
ofpractice, such as, a coordinator, who organises events and links community members;
a core group ofactive participants who assume leadership roles; an active group of
frequent but not regular participants; and peripheral participants, members who
occasionally take part, and 'lurkers' who learn from observation (Wenger, McDermott
and Snyder 2002).
The development of communities ofpractice is an evolutionary process that occurs in
phases (Wenger, McDermott and Snyder 2002). The Potential phase is the initial phase in
the development ofa community ofpractice and typically begins when people face
similar circumstances, dilemmas or challenges without the benefit of shared practice, but
a situation in which they perceive the benefit ofworking with each other. In the second
phase, namely, the Coalescing phase, members come to recognize the potential of
working together and begin to explore how to accomplish this. In the Maturing phase
(third phase), the community ofpractice becomes firmly entrenched as members engage
in joint activities, create artefacts, and adapt to changing circumstances. The Stewardship
phase (fourth phase) is characterised by members no longer as intensely engaged, but the
community is still strong and members stay in touch, hold get-togethers and call each
other for advice. In the final stage, namely, the Transformation phase, activity wanes and
participants remember it as a significant part oftheir identities, often attempting to
preserve artefacts, collecting memorabilia and telling stories (ibid.).
46