Examining professional development grounded in collaborative teaching: resources that inservice and preservice teachers contribute to analysis of practice

As mathematics teacher educators, we (the authors) seek opportunities to bring preservice and inservice teachers together to share expertise. As researchers, we aim to understand how these collaborations can create learning opportunities for teachers of all experience levels. Teacher collaboration across differences in status, experience, and professional preparation is common, including professional learning communities involving experienced and novice teachers (Lefstein et al., 2020 ; Wenger, 2000 ) and student teaching apprenticeships that feature higher education faculty, cooperating teachers, and prospective teachers (Greenberg et al., 2011 ). We seek to investigate how different partners in a teaching collaboration, irrespective of experience and status, can make complementary contributions to analysis of practice that can enrich all participants’ learning.