Conceptual and epistemic uncertainties in collaborative teacher learning

Studies of collaborative teacher learning often focus on the way concepts of teaching are formed when teachers engage collaboratively with problems of practice. Through shared collaborative inquiry into teaching practice, teachers may build on their own knowledge and relate to formal concepts - concepts formulated by academics and policymakers for teachers. However, such studies have largely overlooked how teachers engage with formal concepts. By analyzing two contrasting discussions in one teacher meeting, which centered on the pedagogical concept of feedback, we explore how teachers manage uncertainty concerning such formal concepts. Specifically, we highlight the importance of paying more attention to epistemic moves in group discussions, as such moves represent a collective effort to integrate formal concepts with teachers' lived experiences.