Educational project and teacher professional development in the perspective of its actors

Abstract

This article presents partial results from a study focusing on the role of school-based teacher training in teachers’ professional development. The investigation was carried out in a private school on the outskirts of Lisbon, in Portugal. In methodological terms semi-structured interviews were applied to 20 individuals who were considered key informants, such as teachers, top and middle leaders, as well as internal and external trainers. In this article, we highlight the evidences resulting from three free associations of ideas. The main conclusions of the study point towards a valuation of previous professional knowledge and teamwork as facilitators of teacher professional development. In terms of the consequences of teacher professional development, the concepts held by the respondents have placed particular emphasis on innovation and improvement of teaching practices, with an indirect benefit to students' learning