The purpose of this article is to illuminate teachers’ spontaneous use of narratives in conversations with colleagues, the impact of these narratives, and their significance regarding the teachers’ learning. Empirical basis is audio-visual recordings of teachers’ conversations in a studygroup. The narrative activity display three patterns of interaction, these are described as; pearls, co-constructions, and pearl co-constructions. Apparent functions of the narratives are to; normalize frustrations, create meaning, construct normative frames, and to contain different views. Although the narratives seem to contribute to a certain level of learning, their potential for learning is not fully exploited.

Keywords: Teacher conversations, professional development, narratives, narrative activity, teacher learning