Samenvatting

To equip teachers to help 'move education beyond the crisis', effective teacher CPD is more important than ever. Evidence suggests that teacher learning is not limited to the results of formal, organised learning activities such as workshops and courses only or even mainly (Korthagen, 2017), but instead the claim is made that it can be understood as the result of an array of experiences – as long as existing ideas and practices are challenged through these experiences, and these challenges lead to new ideas and practices (Akkerman & Bakker, 2011). Professional learning thus highly depends on teachers’ contexts and the kind of confrontations these accommodate (Koffeman & Snoek, 2018). In this paper we present an intervention that was designed on this premise, and that was developed with and for teachers through a Participatory Action Research design, to help teachers reflect on the learning potential of their personal context as a source for learning, and to help them mobilise new contextual sources for professional learning. A total of 72 teachers participated in the study, generating data through questionnaires, individual written reflections and group discussions. We present the intervention and its history, and explore the preliminary results, and use these to discuss its potential for optimizing the conditions for planned and unplanned professional learning.