This research investigated the nature of professional interactions of two teams of middle school mathematics teachers as they were involved in a school-wide professional development project centered around increasing teachers' collegial discourse with the intent to improve their practice. Teachers were granted release time to observe each other and to provide one another with constructive feedback. Moreover; the teachers were provided with release time to engage in team planning and curriculum investigation. A naturalistic case study design was used to trace the content and context of teachers' interactions. Although the findings of'the study suggest thut collegiality holds some promise for change in teachers' practices, questions concerning the substance of change are of concern. In the case of one team of teachers, collegial interaction did not lead to positive teacher development. Although the teaming process was intended to invade the isolation among teachers, this physical proximity did not naturally provoke intellectual collaboration.
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