This article aims to explore the factors that promote professional development in collaborative discussions among teachers, with particular emphasis on how collective processes contribute to the development of professional learning communities. The study is based on a qualitative, exploratory design, involving three focus group interviews with a total of 18 primary and lower secondary school teachers. The data were analyzed using thematic analysis with an abductive approach. The findings indicate that a high degree of relational trust, psychological safety, and an open, exploratory communication style are necessary conditions for collaborative discussions to foster professional reflection and practice-oriented learning. Collegial inspiration, mutual exchange of experiences, and collective teacher efficacy emerge as key driving forces for professional development. At the same time, barriers such as lack of time, weak organizational structures, and inconsistent participation are identified as factors that can undermine the learning potential of collaborative processes. The article argues that the development of the teaching profession is increasingly dependent on institutionally embedded forms of collaboration that address both relational and organizational dimensions. It highlights the need for continuous evaluation and adaptation of school culture and structure to promote collective learning.

Keywords: Collaborative discussions, Professional development, Professional learning communities (PLCs), Collective teacher efficacy, Instructional leadership.