An Investigation into the Presence of a Community of Practice in the Mathematics Department in a South African Primary School

Abstract

Based on Wenger’s social learning model, this study aimed at investigating teacher collaboration in a community of practice in a South African primary school. A qualitative study nested in the social constructivist paradigm was most appropriate for the study. Data collection included a focus group interview with teachers from the Mathematics Department, a qualitative questionnaire and semi-structured interviews with the principal. The data analysis employed a hybrid method based on Wenger’s social learning model. The findings revealed a contextualized experience of a community of practice, which contributed to the theory of the phenomenon ‘community of practice’ in schools.