BACKGROUND While many research-based instructional strategies in STEM have been developed, faculty need support in implementing and sustaining use of these strategies. A number of STEM faculty professional development programs aim to provide such pedagogical support, and it is necessary to understand the activity and learning process for faculty in these settings. In this paper, a taxonomy for describing the learning opportunities in faculty (online) learning community meetings is presented. Faculty learning communities, meeting either in-person or (increasingly) online, are a common form of professional development. They aim to develop the pedagogical and reflective skills of participants through regular meetings centered on conversations about teaching and learning. RESULTS The tool presented in this paper, the Taxonomy of Opportunities to Learn (TxOTL), provides a structured approach to making sense of the dynamic interactions that occur during faculty learning community meetings. The origins and development of the TxOTL are described, followed by a detailed presentation of the constructs that make up the TxOTL: communicative approach used in a conversation, the concepts developed, and the meeting segment category. The TxOTL characterizes the learning opportunities presented by a faculty learning community conversation through describing the content of the conversation as well as how participants engage in the conversation. Examples of the tool in use are provided through an application to a faculty online learning community serving instructors of a physical science curriculum. A visual representation used to compactly display the results of applying the taxonomy to a meeting is detailed as well. These examples serve to illustrate the types of claims the TxOTL facilitates. CONCLUSIONS The TxOTL allows one to examine learning opportunities available to a faculty learning community group, analyze concept development present in their conversations, track change over time in a given group, and identify patterns between meeting segment categories and communicative approaches. It is useful for researchers as well as facilitators of these STEM faculty professional development groups. The taxonomy is most applicable to faculty (online) learning communities, with limited use for workshops and K-12 professional development contexts. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at (10.1186/s40594-021-00301-3).

中文翻译：

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学习机会分类法 (TxOTL)：一种用于了解教师（在线）学习社区会议中的学习潜力和互动实质的工具。

背景虽然已经开发出许多基于研究的 STEM 教学策略，但教师需要支持来实施和持续使用这些策略。许多 STEM 教师专业发展计划旨在提供此类教学支持，因此有必要了解教师在这些环境中的活动和学习过程。在本文中，介绍了用于描述教师（在线）学习社区会议中的学习机会的分类法。教师学习社区，面对面或（越来越多地）在线会面，是一种常见的专业发展形式。他们旨在通过以教学和学习对话为中心的定期会议，培养参与者的教学和反思技能。结果 本文介绍的工具，学习机会分类法 (TxOTL) 提供了一种结构化方法来理解教师学习社区会议期间发生的动态交互。描述了 TxOTL 的起源和发展，随后详细介绍了构成 TxOTL 的结构：对话中使用的交流方法、开发的概念和会议片段类别。TxOTL 通过描述对话的内容以及参与者如何参与对话来描述教师学习社区对话提供的学习机会。正在使用的工具示例通过应用程序提供给教员在线学习社区，为物理科学课程的教师提供服务。用于紧凑地显示将分类法应用于会议的结果的视觉表示也很详细。这些示例用于说明 TxOTL 促进的声明类型。结论 TxOTL 允许人们检查教师学习社区小组可用的学习机会，分析他们对话中出现的概念发展，跟踪给定小组中随时间的变化，并确定会议细分类别和交流方法之间的模式。它对研究人员以及这些 STEM 教师专业发展小组的促进者很有用。该分类法最适用于教师（在线）学习社区，在研讨会和 K-12 专业发展环境中的使用有限。补充信息 在线版本包含可在 (10.