Supporting heritage language (HL) teachers in their mission to foster language proficiency and identity construction requires a deep understanding and respect for linguistic and cultural contexts. These educators navigate multiple languages and cultures, positioning them as in-between professionals (Gonçalves, 2019). Their role extends beyond language teaching to nurturing students' potential and well-being while embracing cultural diversity and fostering inclusivity.

This paper explores the professional development (PD) of Portuguese Heritage Language (PHL) teachers in Switzerland, who serve as public displaced servants employed by the Portuguese Government. The Portuguese Teaching Abroad Network, established in the late 1970s, operates in numerous countries with significant Portuguese emigrant communities, predominantly in Europe. PHL teachers are recruited from Portugal’s teaching workforce to fulfill a role that has grown increasingly complex. As societies become more multilingual and multicultural, constant mobility has become a defining characteristic. One of the major challenges they face is the vast range of linguistic proficiency among heritage speakers—spanning from Portuguese as a mother tongue to Portuguese as a foreign language, often within the same classroom. PHL teachers must adapt to highly heterogeneous groups, teaching students aged 6 to 18, with proficiency levels ranging from A1 to C1.

Recent studies highlight the unique nature of these teaching-learning contexts (Cálderón et al., 2013; Gonçalves, 2017, 2019; Melo-Pfeifer, 2016; Pinho, 2016), emphasizing the need for greater support for these geographically dispersed educators. Although PHL teachers often receive minimal preparation to address these challenges (Aravossitas, 2017; Calderón et al., 2013; Eckerson, 2015; Pinho, 2016), their professional expertise has evolved through field experience and participation in PD programs, both in their host country and in Portugal (Gonçalves & Melo-Pfeifer, 2020). However, this knowledge acquisition typically occurs within the constraints of an individualized and often isolated teaching practice due to contextual limitations.

To address this issue, the project Transformative Mornings was developed as a professional development initiative designed to create a collaborative space for planning, sharing, and discussing PHL didactic projects and teaching practices. Acknowledging the relevance of collaborative models of professional development (Kennedy, 2014, Vangrieken et al, 2015), the project aimed to foster pedagogical transformation by encouraging reflection on language teaching methodologies, professional collaboration, and the exchange of best practices. Ultimately, Transformative Mornings sought to facilitate the co-construction of professional knowledge, challenge existing beliefs about language education, and promote a culture of collegiality among PHL teachers (Almeida & Melo, 2021).

Against this background, this paper presentation intends to address the following research question:

• In what way has the projet Transformative Mornings concurred to PHL teachers’ professional development?

The Transformative Mornings project was launched in the 2017–2018 school year, continued through 2018–2019, and concluded in 2019–2020. Over its three-year duration, a total of 46 teachers (organised into 12 working groups) participated in the first year, 20 teachers (8 groups) in the second year, and 4 teachers in the third year (Gonçalves, 2021). Throughout the project, various data collection tools were employed, including monitoring grids to track progress, final group reports, structured individual written reflections, a multimodal portfolio, and a final questionnaire. In order to analyze the effects of the project on teachers’ professional development, the current study is organized from a longitudinal approach, corresponding to the application of two questionnaires: one at the end of the project (in 2020) (Q1), and a second one to be applied in 2025, 5 years after the project’s completion (Q2). Accordingly, the results of the project evaluation questionnaire (Q1), answered by 58 teachers, will be reported on. The aim of Q1 was to analyze the participants' perceptions of collaborative work, professional development, and didactic innovation in their lesson planning. The questionnaire was structured into four sections: 1. Respondent Profile 2. Collaborative Work and Professional Development 3. Project Management and Support 4. New Professional Development Dynamics It was administered online via the OnlinePesquisa platform (www.onlinepesquisa.com). Five years on, questionnaire 2 intends to explore the lasting impact of the Transformative Mornings project, namely what traces it has left behind and how participation may have influenced the professional growth of those involved. To achieve this, we will administer a questionnaire to former participants, asking them to identify three key formative milestones from the past decade (2015–2025) and highlight their most significant learning experiences. The data analysis methodology in both questionnaires combine descriptive statistical analysis for quantitative data and content analysis for open-ended responses.

Findings from questionnaire 1 indicate that the Transformative Mornings project contributed significantly to the professional development of PHL teachers by fostering collaborative work, enhancing pedagogical practices, and promoting teacher reflexivity. By creating a space for structured reflection and peer interaction, the project allowed teachers to assess their strengths and challenges, compare their approaches with colleagues, and identify professional development needs. According to the participants, this process led to a deeper understanding of education and curriculum design, empowering teachers with greater confidence in their professional expertise. Additionally, the PHL teachers considered that the project enriched pedagogical and didactic practices by encouraging research, the diversification of teaching strategies, and the adaptation of materials to student diversity. Teachers affirm to have developed a more multidimensional perspective on language education, particularly within intercultural and multilingual contexts. Finally, Transformative Mornings promoted a culture of professional collaboration in an otherwise isolated teaching environment. By analyzing the results of Questionnaire 2, we will gain insight into the lasting impact of the project, as evidenced by the fact that 81.25% of participants expressed, in questionnaire 1, willingness to engage in new structured or formal professional development initiatives. Studies like the one presented are crucial for the international discussion on support mechanisms for the professional development of heritage language (HL) teachers. As multilingual and multicultural societies expand, the need for effective professional development frameworks becomes increasingly evident. Projects such as Transformative Mornings offer valuable insights into how collaborative, reflective, and context-sensitive initiatives can empower HL educators, enhancing both their pedagogical practices and professional identity. By examining and sharing these models, we contribute to a broader dialogue on potentially significant practices for teacher support, fostering a more global and informed approach to heritage language education.

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