ABSTRACT
In the United States, an exciting vision for student learning now exists. The increased focus on understanding student thinking in relation to welldefi ned learning goals or standards changes the nature of teachers’ work. However, enacting this vision places new demands on teachers’ knowledge, skills, and abilities. Teachers are being asked to be more deliberate and more systematic in constructing lessons and analyzing learning for all students. Individual responsibility for student learning in single classrooms is shifting toward collective responsibility, by groups of teachers and other leaders, for the learning of each child. Professional learning through supported collaborative teacher inquiry (SCTI) is a possible mechanism for infl uencing and navigating this change. SCTI affords teachers opportunities to refl ect critically on problems of practice, to gain exposure to others’ ideas, to evaluate how others’ ideas differ from their own, and to uncover new meaning for their work.
