In this study, we investigate how the use of reflective teams can contribute to developing sufficient reflection in PLCs. PLCs have been effective in improving teaching practices and fostering professional development through action learning and collective reflection. Vescio et al. (2008) argue that sufficient reflection is a critical component of teachers' professional development, as it provides opportunities for continuous learning and improvement of teaching practices. This need for reflection and reflective behavior is especially important in a team, requiring and benefiting from the reflective abilities of the participants (Schley & van Woerkom, 2014). This study can be described as what Stake (2005, p.77) refers to as an instrumental case study, and is based on PLC meetings in leadership PLCs at five upper secondary schools, which have been active for one to two years with external support. In the PLC meetings, the focus is on how middle leaders manage their departments in the school's efforts to improve teaching and student learning. Reflective teams were introduced as introspective support when the external support was to be withdrawn. Reflective teams began in the 1980s with family therapists who found that including families in their discussions could enhance perspectives and thinking (Andersen, 1987). Reflective teams are also used in schools, where they serve as a method for professional meetings (Ulleberg & Jensen, 2017, p. 189). Data consist of observation notes from PLC meetings and transcripts of meta-discussions about the experiences of the members of the reflective team and the rest of the members in the PLC. Data from each school were analyzed separately first, and then we did a cross-case analysis. This approach helps to identify specific conditions and synthesize interpretations across multiple cases, aiming to understand behavior, issues, and context within each case (Miles, Huberman, and Saldana, 2014). Our focus was on identifying patterns across each case, examining what they capture and how this impacts the PLC group. The findings show that being part of a reflective team holds significant value. Participants in the reflective team find it enlightening to observe the communications occurring within the PLC group. This leads to increased awareness of the importance of genuine listening, and they notice how important learning opportunities are missed because the conversation moves on without pausing to delve deeper. They notice how participants in the PLC tend to focus more on their own curiosities rather than being present and listening to the ongoing dialogue.

Andersen, T. (1987). The reflecting team: Dialogue and meta‐dialogue in clinical work. Family process, 26(4), 415-428. Miles, Huberman, and Saldana, (2014). Schley, T., & van Woerkom, M. (2014). Reflection and reflective behaviour in work teams. In Discourses on professional learning: on the boundary between learning and working (pp. 113-139). Stake, R. E. (2005). Qualitative case studies. Handbook of qualitative research (3rd edition)/Sage Publications. Ulleberg, I., & Jensen, P. (2017). Asking Questions in Supervision. Supervision of Family Therapy and Systemic Practice, 45-67. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91.