@proceedings {26106,
	title = {Inquiry Into Practice in School-Based Teacher Team Activities: Comparing Video Analysis, Peer Consultation and Pedagogical Planning.},
	volume = {14},
	year = {2020},
	pages = {1966-1973},
	publisher = {International Society of the Learning Sciences},
	abstract = {This study contributes to growing scholarly interest in teacher-led, on-the-job\&nbsp;learning communities and how collaborative inquiry into practice can be supported in such\&nbsp;contexts. We particularly focus on the relative advantages and limitations of three teacher team\&nbsp;activity types: video analysis, peer consultation and pedagogical planning. Fifty-four\&nbsp;transcribed teacher meeting excerpts were analyzed using the CLIP coding scheme for teacher\&nbsp;collaborative inquiry into practice, assessing aspects of inquiry-based reasoning, collaboration and focus on pedagogy (teacher actions, student thinking and disciplinary content). Quantitative\&nbsp;comparisons showed that, overall, collaborative inquiry into practice was lowest during peer\&nbsp;consultations, in part because teachers were often not positioned as agents of change in such\&nbsp;conversations. Teachers tended to inquire into each other{\textquoteright}s ideas more often during pedagogical\&nbsp;planning. Surprisingly, teacher team video analysis activities were not characterized by higher\&nbsp;measures of attention to student thinking, nor inquiry orientation. Practical and theoretical\&nbsp;implications are discussed.\&nbsp;},
	author = {Babichenko, M. and Asterhan, C. S. C. and A. Lefstein}
}
