Abstract:

This study contributes to growing scholarly interest in teacher-led, school-based learning communities and the characteristics of teacher dialogue and social interaction that support professional learning in these settings. Based on existing conceptual distinctions proposed in the literature, we term this type of teacher dialogue "collaborative inquiry into practice" (CLIP) and propose a systematic and reliable tool to measure it. We then employ a quantitative, comparative research design to study how different teacher team activities (i.e., video-analysis, peer consultations, and pedagogical planning) shape the extent to which teachers engage in CLIP. Fifty-four transcribed teacher meeting excerpts were analyzed with the CLIP coding scheme, assessing different aspects of inquiry-based reasoning, participation, and content. Quantitative comparisons and illustrative examples show that CLIP was lowest during peer consultations, in part because teachers were often not positioned as agents of change in such conversations. Pedagogical planning activities featured more instances of inquiry into each other’s ideas. Contrary to common assumptions, collaborative video analysis activities were not characterized by increased attention to student thinking or inquiry orientation. Our findings provide new insights into teacher-led, collaborative learning in on-the-job settings, as well as practical implications for the design of school-based professional learning communities.