Teachers’ professional learning can be organized both formally, for example by external agents and informally between colleagues (Jansen in de Wal et al., 2020). A learning study, as in the current study, exemplifies collegial learning that is formal in that it is based on a specific theory, the Variation theory. Variation theory is briefly about how a phenomenon can be experienced in different ways and how these different understandings can be identified by teachers and used in teaching (Wood & Andrew, 2022). Collegial learning can take place within many frameworks and with different methods, and it is important that we gather knowledge about what different forms can contribute (Solis & Gordon, 2020). Developing within the profession is a necessity to achieve high quality teaching in different school types and in different school cultures (Jansen in de Wal et al., 2020). Teachers' collegial learning needs to constantly develop regardless of external circumstances and thus continued research in the area is a common international concern.

Previous research shows that teachers' motivation for continued learning is an important factor for students' development (Jansen in de Wal et al., 2020), and therefore principals need to strive for a school culture that promotes collegial learning and teachers’ participation in decision-making to motivate their learning (Gülsen & Çelik, 2021). A systematic literature review (Cong-Lem, 2021) also shows the importance of school culture that enables collegial learning and collaboration to influence teachers' individual development and agency. Haataja and Salonen (2025) highlight the socio-emotional aspects of collegial learning by filming teachers' eye contact during co-teaching in mathematics. They argue that short glances during the lesson, mainly in connection with emotional triggers, indicate the need for time for further interaction outside the classroom. Being able to have in-depth conversations with colleagues promotes learning (Blatti et al., 2019). Several different approaches in professional learning involve colleagues visiting each other's classes, which makes teachers vulnerable and therefore must be built on collaboration and a culture of trust (Mather & Visone, 2024a, b). The emotional work between colleagues is studied by Parks and McKay (2022) in a qualitative case study from a staff room which indicates that positive relationships are needed to promote collegial support. The emotional and teachers' sense of trust is also expressed as fundamental when examining collegial learning through a reflective inquiry process within various collegial learning frameworks. Shared reflection among teachers on approaches and possible changes in teaching practice is based on collegial support (Solis & Gordon, 2020). In addition to trust and relationships, prerequisites for collegial learning are mentioned such as time, resources, quality of collaboration, teacher autonomy and guidance (Schipper et al., 2020). Visone (2020) highlights in his study the importance of preparing for collegial learning through lesson visits. For example, by being clear about the purpose of the visit, negative thoughts about being evaluated can be counteracted.

The purpose of the present study is to increase knowledge about collegial learning. The research questions are

• What characterizes the phenomenon of collegial learning?
• How are those involved in collegial learning affected?
• What function does theory have in collegial learning?

Although this study uses empirical material created from a phenomenographic and variation theory framework, the study of collegial learning is conducted from the perspective of phenomenology and lifeworld theory. The lifeworld is the way people relate to and interact with the world around them. Lifeworld theory is used to focus on each participant's lived experiences of the phenomenon of collegial learning and thereby gain an understanding of what does not vary but characterizes the phenomenon.

The study is conducted phenomenologically and more specifically within the Reflecting Lifeworld Research (RLR) approach (Dahlberg et al., 2008). In the interviews, attention is directed towards the phenomenon of collegial learning, and the participants are allowed to share their experiences. Sometimes the essence of the phenomenon can be formulated from the data, but since the project is ongoing, we will primarily investigate themes in the analysis. In this case study, the empirical material consists of interviews with three teachers at an upper secondary school, one of whom is the supervisor for the learning study process (Kullberg et al., 2024). In addition, the school principal who enabled the project, is included. Based on their partly different roles and perspectives, we analyze the data to see what, despite different variations, can be formulated as recurring and characteristic of collegial learning. The analysis within RLR focuses on the fact that researchers' preunderstandings in different ways must be distanced and questioned through a process of bridling, openness to the phenomenon and reflection. After many readings, meaning units (Giorgi, 1997) are marked and then collected to test different possible patterns (clusters). These patterns ultimately become the basis for formulating themes that describe the characteristic features of the phenomenon. The bridling and openness towards the phenomenon occur by both researchers analyzing separately and then comparing and discussing the meaning units we have chosen and the clusters we have tested. Distancing oneself and being open to the phenomenon is also facilitated by presenting the study at conferences. Another way to be open towards the phenomenon is to choose a descriptive phenomenological approach (Dahlberg et al., 2008), which means that specific theories are not used in the analysis, but the data is allowed to speak for itself. We start from lifeworld theory, but we wait with other theories until we see if they are needed. Based on the first preliminary analyses, we can see tendencies towards themes developing through the participants' lived experiences during the process in the learning study that was carried out.

The first theme concerns knowledge and professional development through collegial collaboration. Both teachers, principal and students are winners in the process in terms of increased knowledge. Among other things, it is the needs of teachers and students but also the region that are highlighted. Teachers' knowledge to concretely develop their teaching to meet students' needs for explanations increases at the same time as teachers' self-confidence and use of theories are strengthened. A second theme is the spread of collegial learning that is initiated. The learning study provides opportunities to participate in conferences and various networks are established. In this way, everyday work takes on a different dimension that also enables teachers to gain qualifications and for the school to become known in different communities. For the students, the spread occurs by applying newly acquired knowledge about teaching to other subjects and more student groups. A third theme includes the relationship between theory and practice. Variation theory dominates collegial collaboration and is expressed as a guarantee that teaching will be based on a scientific basis. While participants express that they “think teaching” in the collegial learning process, they clearly work concretely in their teaching practice. They design teaching that is well thought out, implement it and follow it up through reflections on recordings. When practice and theory meet in work, the complexity of teaching is made visible. A fourth theme concerns the challenges that arise in collegial learning. Finding time for collaboration and organizing oneself in groups so that the work can proceed over longer periods encounters many obstacles. Teachers also have different interests that challenge the possibility of genuine collaboration. Since the process is very time-consuming, teachers need to find the motivation and be given the conditions to prioritize collegial learning - for the sake of the students.

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