Collaborative Communities of Practice for Teachers Learning: Implications for In - Service Arrangements in Tanzania's Context

One-time workshops and seminars have been criticized for various reasons including lack of effectiveness in helping teachers integrate technologies in education. This study investigated the impact of collaborative communities of practice for effective teacher learning regarding technology integration. Specifically the study looked at the conception of communities of practice, different scenarios and routines of communities of practice and things that teachers learn as a result of participation in communities of practice. A systematic review of literatures was used in order to address the characteristics of communities of practice that contribute to effective teacher learning. Findings from literature review have revealed that; in terms of conception, there exists a mixed feeling about the clarity of definition of the concept of communities. On one hand several scholars attempt to define the concept but on the other hand other scholars argue that the definitions lack sound research base.