The effect of professional learning conversations on Iranian teacher trainers’ professional development

This paper discusses the processes and benefits experienced by three teacher trainers who were involved in peer observation, collaborative reflection, critical friendship and improvement directed practice through a series of professional learning conversations. The paper examined professional development or professional learning initiatives in which teachers work to increase their teaching experience and struggle for recognition.The methodology of this research is primarily focused on self; it is improvement-aimed; and it is interactive at one or more stages of the process. The research uses collective self-reflection which provides a method to analyze our own teaching. In this research, anecdotes of teachers were gathered to observe the effect of peer conversation on their professional development. Finally, it is argued that the conversations enhance teacher trainers’ understanding of their professional self and assist them in analyzing their performance and reflecting on it.