Abstract
The nature of collegiality and its role in teachers' professional development is explored by comparing two data sets: one analysing the interviews with a veteran social studies teacher reflecting on her 30-year teaching career, and the other analyzing the conversations of six beginning teachers as they participated in a shared inquiry group. Two different types of relationships with colleagues are described, one that provides a supportive working environment and one that results in significant professional growth. Implications for in-service professional development are discussed.
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