This paper examines some methodological issues underlying the development of an operational model to evaluate the impact of a “teacher professional development research” project, identify contexts and conditions that may facilitate or impede its development and influence its outcome, and understand the complex relationship between professional learning and promoting change in the learning environments where this takes place. A model for collecting, analysing and interpreting data helpful in obtaining an overall qualitative picture is proposed, through focus groups and constant comparative analysis with open, axial, and selective coding phases.
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