In-service and pre-service teachers’ collaborative PDS learning walks: findings from a qualitative case study

Purpose The purpose of this study was to explore in-service and pre-service teachers’ experiences in a shared professional development experience called learning walks within a professional development school (PDS) model. The learning walks created opportunities for pre-service and in-service teachers to visit classrooms, observe teaching in action and reflect together in open, supportive conversations about what was working well. Design/methodology/approach A qualitative, observational case study approach was used to examine a group of eight pre-service and eight in-service teachers’ interactions as they participated in an eight-week professional development activity called learning walks. This research design offers the ability to observe the conversations and relational phenomena between participants in their natural (i.e. school) setting and to gain greater understanding of the context of their interactions and experiences (Bogdan & Biklen, 1998). Additionally, the observational case study design afforded insights into relational interactions that interviews or individual surveys could not provide. The data revealed all eight in-service and pre-service teachers were positive about their participation in the learning walks and expressed favorable perceptions about the process. Findings Findings from this study suggest learning walks contributed to (1) collegiality and countervailing power strategies; (2) collaboration and collective cognition; (3) enhanced interpersonal skills and (4) workplace positivity and strength-based mindsets. Originality/value As professional development schools continue to be used to promote school-university partnerships, initiatives such as learning walks may serve as a powerful initiative for reimagining how classroom teachers and future educators can learn from and with each other.