Participation of Iranian secondary mathematic teachers in a collaborative professional development opportunity: Learning processes, change sequences, and affordances and constraints

This research investigates the professional development (PD) of Iranian secondary mathematics teachers through a multiple-case study design, focusing on their engagement in collaborative learning environments. By examining the experiences of nine teachers in a private school in Iran, the study explores how collaborative PD impacts their teaching practices. Using frameworks like the Interconnected Model of Professional Growth and Meta-Didactical Transposition, the research identifies factors that support or hinder sustained engagement. The findings emphasize the importance of culturally responsive PD approaches and offer practical recommendations to improve teacher education in similar underrepresented contexts globally.