Teacher Learning in a Community of Practice: A Case Study of ...
Teacher Learning in a Community of Practice: A Case Study of ... Teacher Learning in a Community of Practice: A Case Study of ...
esearch by asserting that the idealised conception ofhow social and educational research is designed and executed is fallacious. He notes that there is a misconception that research is carefully planned in advance using predetennined methods and procedures, and that 'results' are the inevitable. Data analysis and data collection are often closely linked and as a result will influence future steps in the research process. Arguably, the most notable issue in the notion ofan emerging design is that the nature and purpose ofdata analysis in qualitative research is the development ofhypotheses, research questions and theory from data. This necessitates an emergent design as the researcher makes sense ofquestions and issues that emerge out ofthe data. The essential purpose of qualitative research is to understand the lived experience, that is, the social behaviours ofthe researched as they occur in different contexts. • The researcher's tacit knowledge is central to the design ofthe research inquiry. This significant feature ofthe qualitative research paradigm illuminates its predisposition to foreground tacit knowledge. It is 'upfront' about this position and makes explicit tacit knowledge, thereby ensuring rigour and credibility in the inquiry. 3.3 ORIGIN AND DEVELOPMENT OF WENGER'S SOCIAL PRACTICE THEORY OF LEARNING Wenger's social practice theory oflearning infonned the way the TEMS teacher development project was set up and the way the data were analyzed. The TEMS project that was established was based on the assumption that stimulating participation in a community ofpractice would enhance teacher learning. This assumption was influenced by the work ofLave and Wenger (1991), Wenger (1998) and Wenger McDennott and Snyder (2002) who argue that learning is a way ofbeing in the social world and not a way ofcoming to know about it. Learning is a way ofbeing and of changing participation and identity within a community ofpractice. 73
The main research question in this research into the TEMS sought to examine the usefulness ofa social practice theory (as suggested by Lave and Wenger 1991 and Wenger 1998) in explaining the nature ofteacher learning in relation to their participation in a community ofpractice. The study also sought to explore the concepts 'teacher learning' and teacher coping strategies and their implications for teacher development. Developing a theoretical framework for this study involved exploring and analysing the work ofLave and Wenger (1991), Wenger (1998) and Wenger McDermott and Snyder (2002). However, to establish and extend concepts on which these theorists are silent or to which they have not presented comprehensive discussions, I also draw on a wide range ofliterature in the broader field ofsocio-cultural and situative perspectives on learning and teacher development. This literature has influenced and shaped my perspective. While Lave and Wenger's 1991 contribution to the literature on situative perspectives had laid the foundation for Wenger's later work, it was in fact his later work that had most significance for the present research study. It is for this reason that a more detailed exploration and analysis is provided ofWenger's social theory oflearning (Wenger 1998). Wenger's work with McDermott and Snyder (Wenger, McDermott and Snyder 2002) has as its focus the 'cultivation' ofcommunities ofpractice in multinational corporations and therefore has limited implications for this research study. 3.3.1 The work of Lave and Wenger in Situated Learning: legitimate peripheral participation (1991) Lave and Wenger's theory is based on empirical research on learning as apprenticeship. Their observations ofvarious apprenticeships included Yucatec midwives, Vai and Gola tailors, meat-cutters and non-drinking alcoholics in Alcoholics Anonymous. They locate their work in the broader context ofsituative learning. In his introduction to their book, William F. Hanks accurately presents their perspective as: "Rather than asking what kind ofcognitive processes and conceptual structures are involved, they ask what kinds of social engagements provide the proper context for learning to take place" (Lave and 74
- Page 37 and 38: Although the Teacher Audit indicate
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- Page 47 and 48: As indicated in the previous chapte
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- Page 51 and 52: Learning is social in nature (Putma
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- Page 65 and 66: and offers insights into how learni
- Page 67 and 68: America. Goodson (1992) and Calderh
- Page 69 and 70: learned meaning and value for them
- Page 71 and 72: 'accommodation' and intimates that
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- Page 75 and 76: Davisson (1984), Lumsden and Scott
- Page 77 and 78: directive in that it guides choices
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- Page 85 and 86: (Walford 2001; Anderson 1999). With
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- Page 95 and 96: agree with the way it takes place o
- Page 97 and 98: Figure 3.3: Refined intersection of
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The ma<strong>in</strong> research question <strong>in</strong> this research <strong>in</strong>to the TEMS sought to exam<strong>in</strong>e the<br />
usefulness <strong>of</strong>a social practice theory (as suggested by Lave and Wenger 1991 and<br />
Wenger 1998) <strong>in</strong> expla<strong>in</strong><strong>in</strong>g the nature <strong>of</strong>teacher learn<strong>in</strong>g <strong>in</strong> relation to their participation<br />
<strong>in</strong> a community <strong>of</strong>practice. The study also sought to explore the concepts 'teacher<br />
learn<strong>in</strong>g' and teacher cop<strong>in</strong>g strategies and their implications for teacher development.<br />
Develop<strong>in</strong>g a theoretical framework for this study <strong>in</strong>volved explor<strong>in</strong>g and analys<strong>in</strong>g the<br />
work <strong>of</strong>Lave and Wenger (1991), Wenger (1998) and Wenger McDermott and Snyder<br />
(2002). However, to establish and extend concepts on which these theorists are silent or<br />
to which they have not presented comprehensive discussions, I also draw on a wide range<br />
<strong>of</strong>literature <strong>in</strong> the broader field <strong>of</strong>socio-cultural and situative perspectives on learn<strong>in</strong>g<br />
and teacher development. This literature has <strong>in</strong>fluenced and shaped my perspective.<br />
While Lave and Wenger's 1991 contribution to the literature on situative perspectives<br />
had laid the foundation for Wenger's later work, it was <strong>in</strong> fact his later work that had<br />
most significance for the present research study. It is for this reason that a more detailed<br />
exploration and analysis is provided <strong>of</strong>Wenger's social theory <strong>of</strong>learn<strong>in</strong>g (Wenger<br />
1998). Wenger's work with McDermott and Snyder (Wenger, McDermott and Snyder<br />
2002) has as its focus the 'cultivation' <strong>of</strong>communities <strong>of</strong>practice <strong>in</strong> mult<strong>in</strong>ational<br />
corporations and therefore has limited implications for this research study.<br />
3.3.1 The work <strong>of</strong> Lave and Wenger <strong>in</strong> Situated <strong>Learn<strong>in</strong>g</strong>: legitimate peripheral<br />
participation (1991)<br />
Lave and Wenger's theory is based on empirical research on learn<strong>in</strong>g as apprenticeship.<br />
Their observations <strong>of</strong>various apprenticeships <strong>in</strong>cluded Yucatec midwives, Vai and Gola<br />
tailors, meat-cutters and non-dr<strong>in</strong>k<strong>in</strong>g alcoholics <strong>in</strong> Alcoholics Anonymous. They locate<br />
their work <strong>in</strong> the broader context <strong>of</strong>situative learn<strong>in</strong>g. In his <strong>in</strong>troduction to their book,<br />
William F. Hanks accurately presents their perspective as: "Rather than ask<strong>in</strong>g what k<strong>in</strong>d<br />
<strong>of</strong>cognitive processes and conceptual structures are <strong>in</strong>volved, they ask what k<strong>in</strong>ds <strong>of</strong><br />
social engagements provide the proper context for learn<strong>in</strong>g to take place" (Lave and<br />
74
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