2024 Volume 2 Issue 1 Pages 1-16
In classroom creation within schools, the significance of collaboration between “teacher” and “observers” is sometimes imperceptible. This study aimed to elucidate the process of creating a class through collaboration and reflection between two in-service teacher graduate students in professional schools for teacher education. In a first-year junior high school handball class, we gathered soliloquy records during class, after-class reflections between teacher and observer, and observer’s long-term training journal. Using Trajectory Equifinality Modeling (TEM), we described the process by which teacher and observer collaboratively experienced the creation of the class with attention to their relational dynamics. In TEM analysis, changes in collaborative reflective practice emerged as fluctuations from dissatisfaction with expected facts or confusion over unforeseen facts. Embracing these fluctuations not as “how to proceed with the class” but as “what vision do we have for the classroom” leads to the potential creation of a high-quality experiential environment. Further, while the educators’ positions remain unchanged, a shift in their situations can help transform the underlying relational schema, indicating a potential transition to high-quality practice.