A paper on Teacher Collaborative Inquiry: "TCI consists of a group of several teachers, who meet regularly to pursue a common professional learning goal, may or may not be involved in inter-class visitations, and within which multiple perspectives (more than in a dyadic rela- tionship) will be shared."
The study used Video-Mediated Teacher Reflection, where "video analysis [of the teachers' classroom practice] usually takes place in small groups of peer teachers, at regular intervals and over an extended period of time, such as in video “clubs” (van Es & Sherin, 2010). In these peer groups, teachers are generally guided by a facilitator who focuses on a particular approach to teaching or to the subject matter, explores solutions to typical pro- blems, or reviews how members are implementing a professional development initiative. Video serves as a platform for mutual understanding."
In the group of teachers of English Language Learners (ELL) in US high schools in focus, the authors, themselves participants in the study
"found that the strongest theme was that of a renewed trust in the collaborative process, brought about both by the public sharing of what is normally private (one’s teaching) through the video viewing, as well as through using the protocols (e.g., Don’t interrupt, Avoid biographical responses, Frame questions positively and non-judgmentally) established in the coaching process. The fear of being judged–and coming up short–was overcome as teachers experienced the review of their video records to be a productive exercise for the entire group’s emerging understandings of differentiated instruction for ELLs."