This paper draws upon broader research aimed at gaining a better understanding of teachers’ professional learning. Existing literature points to the global necessity of teachers’ learning and development throughout their entire career to enable schools to ensure high quality education in an educational context that is changing on different levels (Darling-Hammond, Chung Wei, Alethea, Richardson, & Orphanos, 2009). Teacher learning is a complex practice and covers any ongoing work-related process that results in a change of cognition and or behaviour (Bakkenes, Vermunt, & Wubbels, 2010; Zwart, Wubbels, Bergen, & Bolhuis, 2009). Both changes in behaviour and in cognition can be considered as separate learning outcomes (Meirink, Meijer, & Verloop, 2007). The views on teacher professionalism and achieving teacher learning have evolved considerably over the past century, moving from a deficit-oriented towards a growth-oriented approach (Clarke & Hollingsworth, 2002). Also, learning is no longer seen as a purely individual activity but also as a social process where teachers can learn from and with each other (Lieberman & Pointer Mace, 2008). The TALIS 2013 study for example, illustrates the importance of collaboration between teachers for the improvement of teaching in schools (OECD, 2014). These ideas are reflected in the increasingly popular concept of professional learning communities (PLCs) in schools, where teachers work collaboratively and pursue common goals to teach students in the best possible way (Hord, 1997). Teachers in these schools assume a collective responsibility for student learning (Wahlstrom & Louis, 2008) and do not perceive their classrooms as their personal domain. They are more prepared to open up their classroom to other teachers (Hord, 1997). Teachers in PLCs also reflect and share their thoughts and ideas on educational issues in verbal exchanges with each other (Louis, Marks, & Kruse, 1996). The assumed potential of PLCs for teacher learning outcomes is big, but it should be noted that few scholars have empirically taken multiple characteristics of professional learning communities into account and related them to specific learning outcomes (Vescio, Ross, & Adams, 2008). Next to this collaborative dimension, various individual teacher characteristics have been found to play a significant role in teacher learning (Geijsel, Sleegers, Stoel, & Krüger, 2009). Characteristics such as teacher efficacy, experience and gender can be linked to teacher learning. Also, an increasing number of teachers are taking on formal teacher leadership roles. This role is considered as a very good learning opportunity for teachers occupying this role (York-Barr & Duke, 2004). Knowledge about the relationship between these teacher characteristics and learning outcomes can help direct attention to specific targets  in professional development.

Using this framework, the present paper goes on to examine how individual teacher characteristics on the one hand and professional learning community characteristics on the other hand are linked to experienced teachers’ perceived learning outcomes. Perceived changes in classroom practices are used as a measure of changes in teacher behaviour (Bakkenes et al., 2010). Likewise, changes in cognition are approached as perceived changes in teaching competence (Richter, Kunter, Klusmann, Lüdtke, & Baumert, 2011). As this study focusses on teachers in the middle and at the end of their careers, we gain insight into the learning outcomes of teachers who generally have achieved a certain level of instructional mastery and autonomy, but are nevertheless faced with a need for learning (Huberman, 1989).

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