This paper presents a comparative analysis of four communities of practice aimed at teacher training activities. The communities were chosen on the basis of their emblematic qualities (i.e. for their emblematic development and their activities). A review of the concept of “community of practice” in teacher training as it appears in international literature is presented. An analysis of the four communities of practice will be conducted following Wenger’s categories of domain, practice and social learning (Wenger 2006). The objective of the present paper is to provide a practical example of a possible use of Wenger’s categories in communities of practice for teacher training, so that schoolmasters and teachers have a tool to analyse and compare different communities for teacher training.
