Purpose The purpose of this paper is to describe how a group of International Baccalaureate (IB) Physics teachers exercise collective agency by initiating and facilitating their own collaboration using online tools across time zones and school contexts. The paper seeks to inform teacher communities, school leaders, policy and the growing body of literature about teacher agency. Design/methodology/approach This paper uses qualitative case study approach. Data were gathered from individual interviews, classroom observations and the group’s meeting agendas, notes and reflections. Findings Central to the group’s work is a norm of teaching “lock-step,” meaning they teach approximately the same lesson at approximately the same time. The norm enabled them to exercise collective agency over the curriculum and professional learning by establishing conditions for sharing knowledge and experiences and fostering accountability while still allowing for some individual adaptation. Practical implications An implication for teacher communities is that the norm of lock-step may be of benefit for improving curriculum (or other educational reforms) when the intention of the norm is to advance the collective (vs marching at the same pace). The study underscores the value of school leaders providing opportunities for teacher choice and voice in the design and facilitation of their learning communities. Originality/value The case of the IB Physics group contrasts decades of research showing that teachers cling to their autonomy. Group members were willing to give up a good deal of their individual autonomy for the benefits they derived from their collaboration.

中文翻译：

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教师代理课程和专业学习：锁定步骤

目的本文的目的是描述一群国际文凭专业（IB）的教师如何通过使用跨时区和学校环境的在线工具发起和促进他们自己的协作来行使集体代理权。本文旨在为教师社区，学校领导，政策以及有关教师代理的文学文献提供信息。设计/方法/方法本文采用定性案例研究方法。数据是从个人访谈，课堂观察以及小组会议议程，注释和思考中收集的。发现对于小组工作至关重要的是教“锁步”的规范，这意味着他们在大约同一时间教大约同一课。该准则使他们能够通过建立共享知识和经验的条件并加强问责制，同时仍允许某些个人适应，从而在课程和专业学习上行使集体代理权。实际意义对教师社区的影响是，锁定准则对于提高课程水平（或其他教育改革）可能有益，而该准则的目的是促进集体发展（以相同的步伐前进）。这项研究强调了学校领导者的价值，即为他们的学习社区的设计和促进提供机会供教师选择和发声。原创性/价值IB物理小组的案例与数十年来的研究形成对比，表明教师坚持自己的自主权。