Abstract
Reflective dialogue is one of the strategies in reflection-in-action by mature professionals in complex, problematic contexts. This chapter examines the collaborative process of a team of six teacher educators to generate a teaching plan for a workshop on narrative action research through reflective dialogue, the characteristics, and the conditions of collaborative reflective dialogue. It is found that the reflective dialogue of the team embodies typical reframing of the problem and reverification of the action, while exhibiting its own features regarding its repertoire, appreciation system, overarching theory, and role framing. Specifically, the team attends to real and complex problems that occur in the process of their deep inquiry and follows a spiral cycle for the progress of relevant topics with strong support from the team leader who embodies an inspirational role. The conditions that enable the team to carry on an effective reflective dialogue include: a team of teacher educators from different organizations with a joint commitment to their education goals, and a safe and open atmosphere for deep inquiry and conflict resolution.KeywordsTeacher collaborationReflective dialogueTeam teaching
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