This article examines teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher-educator-researcher as the facilitator of this project. Lord's (1994) critical colleagueship framework is used to examine how a study group of middle-grades mathematics teacher-researchers took (or did not take) a more critical stance towards their own teaching practice and that of their colleagues. We found that challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked by particular features including the use of particular words and the use of personal experience as a form of evidence. We present the ways in which we came to understand what it may look like to scrutinize one's practice and findings related to the development of this type of collegiality. We end with a reflection from the teacher-educator-researcher who facilitated this project.
Challenges of critical colleagueship: Examining and reflecting on study group interactions
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