Much of the work in the Learning Sciences and Computer-Supported Collaborated Learning communities have focused on understanding and designing for learning in collaborative spaces. This work utilizes methods such as Interaction Analysis and has attended to multiple dimensions and timescales of learning. It has redefined ideas about knowledge and competence and how they are acquired, thus providing important insights into the process of learning and the design of learning environments. However, we have not in the same way advanced our knowledge of teacher learning. Our understanding of the process and mechanism of teacher learning in in collaborative professional development (PD) environments is still quite thin. In this paper, we discuss how utilizing methods from Interaction Analysis, in particular, can offer insight into the process of teacher learning in these contexts. We illustrate how adopting a lens that shifts away from asking whether teachers are progressing toward a researcher-defined goal, toward one that asks how learning occurs in the moments of interaction, and the meaning it has for participants as they work to achieve PD goals, has the potential to shed new light on learning in teacher PD.

学习科学和计算机支持的协作学习社区中的许多工作都集中在理解和设计协作空间中的学习上。这项工作利用了诸如交互分析之类的方法，并涉及了多个维度和学习时间表。它重新定义了有关知识和能力以及如何获得知识的想法，从而为学习过程和学习环境的设计提供了重要的见识。但是，我们没有以同样的方式提高我们的教师学习知识。我们对协作专业发展（PD）环境中教师学习的过程和机制的理解仍然很薄。在本文中，我们将讨论如何利用“互动分析”中的方法，特别是 可以洞悉这些背景下的教师学习过程。我们将说明如何采用一种镜头，从询问教师是否正在朝研究人员定义的目标发展，转向询问在互动时学习是如何发生的，以及对于参与者努力实现PD目标的意义，有可能为教师PD的学习提供新的思路。