Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between veterans and novices may constrain the group's reflective inquiry and, consequently, its learning. In this case‐study, we explore the dynamics between veteran and novice science teachers in a purposefully sampled case of three teachers engaged in collaborative planning in a professional development community. We examine the implications of these dynamics for the group's reflective inquiry, using linguistic ethnographic micro‐analytic methods to analyze audio‐ and video‐recordings of the planning session. The findings demonstrate how in a collaborative planning context, legitimate peripheral participation is afforded, thereby mitigating face threats and supporting learning for both novice and veteran teachers. The study highlights the unique affordances of collaborative planning for science teachers' reflective inquiry, advancing our understanding of the social dimension of teacher learning. This study contributes to the fields of teacher learning in CoPs and teacher planning.

中文翻译：

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在实践社区中的教师学习：为新手和资深教师的学习制定共同计划的能力

实践教师社区（CoP）中的协作反思性探究支持他们的专业情境学习。但是，CoP模型至少在教师学习方面存在三个局限性和挑战：新手教师很少能充当合法的外围参与者，因为他们有义务从事与退伍军人相同的工作；退伍军人的学习被忽略了，因为他们应该教新手。退伍军人和新手之间的权力互动可能会限制该小组的反思性探究，从而限制其学习。在本案例研究中，我们以三位教师在专业发展社区中进行协作计划的目标抽样为例，探讨了资深和新科学老师之间的关系。我们研究了这些动态因素对小组反思性调查的影响，使用语言人种学微观分析方法来分析计划会议的音频和视频记录。研究结果表明，在协作计划的背景下，如何提供合法的外围设备参与，从而减轻面子威胁并支持新手和资深教师的学习。这项研究强调了合作计划对理科教师进行反思性探究的独特作用，从而增进了我们对教师学习的社会层面的理解。这项研究有助于CoP和教师计划中的教师学习领域。从而减轻面部威胁，并为新手和资深教师提供学习支持。这项研究强调了合作计划对理科教师进行反思性探究的独特作用，从而增进了我们对教师学习的社会层面的理解。这项研究有助于CoP和教师计划中的教师学习领域。从而减轻面部威胁，并为新手和资深教师提供学习支持。这项研究强调了合作计划对理科教师进行反思性探究的独特作用，从而增进了我们对教师学习的社会层面的理解。这项研究有助于CoP和教师计划中的教师学习领域。