Contexts and processes of the teacher's change: a conceptual model

This article draws a proposal of a model for the understanding and analysis of the teachers' change based on results of the empirical studies carried out in Portugal. Considering the perspective of complexity, the change is viewed as a process that implies simultaneously contextual factors, which may or not be sustained by educational structures, and personal factors associated with learning and professional development in the work place.

Teacher change; Teacher education; School culture; Learning; Professional development

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