Achinstein (2002) suggests that conflict is essential in a learning community. Yet, while some communities will be conflict-embracing, others will externalise the conflict and become conflict-avoidant. Over the past five years, I have been using lesson study to support the development of a learning community in my school, so that it is increasingly conflict-embracing. In this reflective piece, I will explore the challenges, pitfalls and experiences we have had on our journey to becoming a more conflict-embracing school. Raelin (2006) explored facilitation in praxis, which identified some fundamental principles needed to develop andragogy (the method and practice of teaching adult learners). I will attempt to demonstrate that, alongside these, there is a need to be mindful of the fact that too much dissonance or too little dissonance can limit potential teacher learning. In this article, I will explore how the optimum amount of conflict can support teacher learning. If professional c
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