Changing teachers, changing teaching: exploring the relationships among teachers' perceptions of Quality Teaching Rounds, their teaching, and their identity as teachers

This paper explores the impact of Quality Teaching Rounds, a specific approach to professional learning, on how teachers see themselves as teachers and how they see their teaching. In this analysis, three key themes are drawn from interview and reflective journal data for 28 teachers: teaching publicly, shared language, and collegial relationships. The teachers who participated in Quality Teaching Rounds reported that this approach provided serious opportunities for collegial learning through focused professional dialogue. Moreover, our evidence suggests that teachers participating in this activity have been able to create new professional relationships characterised by respect, support, and critical analysis in well under a year.