The knowledge society has brought out changes in learning that also require changes in teaching. From the perspective of the personalisation of learning, inquiry projects are used, among other options, to diversify the opportunities to adjust educational support. This teaching methodology requires new forms of teacher collaboration, which has been recognized to be a central element for improving student learning. Despite its importance, the characteristics and organization of effective teacher collaboration, that really allows them to learn about the development of projects that promote the students’ construction of learning with meaning and personal value are still poorly known.

The general objective of this work is to identify, describe and analyse the characteristics of the structure and organisation of teacher collaboration in a complete process of design, implementation and evaluation of a project based on the students’ interests and the recognition of their ability to manage and direct their own learning. To this end, an exploratory study of a single case is carried out in a secondary school in Catalonia that has more than 10 years of experience in educational innovation processes and is a pioneer in the personalisation of learning. Eighteen teachers and the school’s management team participated in the study. The data collected consist of narrative records of the teachers’ joint work sessions on a classroom project, as well as semi-structured interviews with the management team and a selection of teachers (7 interviews in total) and a focus group with a sample of participating teachers, with different responsibilities and backgrounds in the school. The interviews and the focus group were analysed using qualitative content analysis techniques.

The results show different types of meetings at different levels and for different purposes:
1) meetings for initial planning of the classroom project,
2) meetings for joint monitoring and evaluation of the project’s implementation, and
3) meetings for the project’s revision and for the preparation of a new version for the following academic year.

The participants characterise the collaborative work sessions as situations that intentionally favour joint discussion and reflection, which results in improved teaching, in the context of the design, development and evaluation of projects that promote the personalisation of learning.

Keywords: Teacher collaboration, inquiry projects, personalisation, secondary education.