This article describes an analysis of an interprofessional consultation between four university teachers, two of whom fulfill the role of educational advisor. They talk about the revision of their Biology courses. Many university teachers hardly ever talk about their teaching, and they do not very often get the opportunity to work on the development of their teaching abilities. In current approaches in faculty development, workplace-based, reflective dialogue is considered an effective method for the professional development of teachers. Interaction research and theorizing in this area are still rather poorly developed. The analysis of the Biology teachers' interactive thinking shows how the participants' concepts about course design develop in the course of the interaction. The interaction can be characterized as a complex, non linear, collaboration- and solution-oriented talk.