A sociocultural ontology forms the foundation for this grounded theory ethnography describing how teachers in a U.S. elementary school changed professional learning from a “training model” to a “situative model.” Findings answer the research question: How does the introduction of a situative model influence the process of teacher learning and professional development? A practitioner researcher stance and emic perspective facilitated an iterative analysis of 42 veteran teachers during the first-year implementation of a situative professional learning model called Teacher Communities of Learning (TCLs). Data collection included a repeated questionnaire, participant observations with field notes, and audio transcripts of TCL meetings. Formal and informal interviews provided opportunities for triangulation of data and theory development. ATLAS.ti assisted a constant comparative analysis process. Findings include a description of teachers’ participation in TCLs, influences on participation (e.g., roles, care, reflection), responses to TCLs among Suntree teachers, and shifts that occurred during the academic year as TCLs were introduced. The role of practitioner research in school and teacher change processes, the process of negotiation during situative learning, and differences in teachers’ roles and responses to TCLs are discussed. This research promotes a model for understanding how reflection and enaction account for teacher change and the importance of an ethic of care on formation of a professional community of learners.

The aim of this study is to describe two strategies of professional teacher development in Cuba and analyse how they affect the professional growth of the teachers. The strategies investigated are methodological work sessions and further education at the university. Eight upper-secondary school teachers were interviewed and it was analysed how their professional growth was affected by the Cuban professional development strategies. The model utilized was the interconnected model of professional growth (Clarke & Hollingsworth, 2002).The results show that, four of the eight interviewed teachers experienced change sequences and growth networks as a consequence of participating in the two investigated strategies. The methodological work sessions promote a collaborative approach among the teachers to developing the education in their school. Further education in the university, on the other hand, encourages the teachers to reflect individually on practical school-related problems. The results indicate that the organization of the work both the professional development strategies provided acted as an incentive for the interviewed teachers’ development. / Målet med den här studien är att beskriva två lärarutvecklingsstrategier i Kuba och analysera hur de påverkar lärarnas professionella utveckling. De undersökta strategierna är metodologiska arbetsmöten och vidareutbildning vid universitet. Åtta gymnasielärare intervjuades och det analyserades hur deras professionella utveckling påverkats av de kubanska lärarutvecklingsstrategierna. Modellen som använts är the interconnected model of professional growth (Clarke & Hollingsworth, 2002).Resultaten visar att de metodologiska arbetsmötena uppmuntrar lärarna att arbeta kollektivt med att utveckla utbildningen i sin skola. Universitetsvidareutbildning, vad andra sidan, främjar individuell reflektion över praktiska skolrelaterade problem. Resultatet indikerar att den organisation av arbetet som båda lärarutvecklingsstrategierna medför stimulerar lärarna att utvecklas.