This paper draws upon a broader piece of research aiming at analysing teacher leadership and professional development in context. Existing research literature reveals points to teachers’ preferences and processes of learning as well as to the contexts in which they occur and the variables influencing them (Calderhead, 1988; Lieberman, 1996; Flores et al., 2007; Collinson et al., 2009). Also, it reveals that continuing professional development (CPD) of teachers depends upon a wide array of variables that go beyond initial teacher preparation to include a number of planned and non-planned activities in which teachers engage throughout their careers (Huberman, 1993) and a variety of activities and learning experiences (Meirink et al., 2009). Time, support, willingness to learn and relevant opportunities are key elements in promoting the CPD of the teachers (Day, 2001) through, for instance, INSET activities or action-research projects. Therefore, it is important to analyse the meaning attached to these kinds of experiences in terms of learning and development and the contexts in which they take place. A better understanding of the learning activities teachers are engaged in and their outcomes in terms of cognitive and behavioural outcomes becomes crucial to provide them with relevant opportunities for professional development (Meirink et al., 2009).

As a result of a profound financial and economic crisis which has been affecting the Portuguese society at various levels (leading to salary cuts and higher taxes), Portuguese teachers have been facing challenges and increasing demands over the last few years. These are associated with salary cuts, high rates of unemployment, and policies on teacher evaluation, school governance, school curriculum reorganization, etc. Thus, it is important to get to know how teachers are experienced conditions for their professional development in such a demanding context.

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