Teacher learning in the context of a continuing professional development programme: A case study

The purpose of this study was to gain insight into characteristics of teacher learning in the context of a successful continuing professional development programme (CPD programme). An in-depth case study of the learning activities of two teachers, the problems they encountered and the way they regulated their learning was conducted. Results show that these teachers differed greatly from each other: one teacher showed a meaning directed learning pattern, while the other teacher's learning pattern was undirected. Still, positive effects of the PDP on classroom behaviour were observed for both teachers. It appeared that the trainer could compensate for a lack of self-regulation.