CONTINUING PROFESSIONAL DEVELOPMENT, ACTIVE METHODOLOGIES AND TECHNOLOGIES: TEACHERS’ PERCEPTIONS IN A CASE STUDY

Abstract

This study examines language teachers’ perceptions of reported change after a continuing professional development workshop focused on active methodologies and digital technologies in Portugal. A descriptive case study design was adopted, using methodological triangulation. Thirty in-service teachers from primary and secondary education (Portuguese, English, Spanish, and French) participated. Data were collected through participant observation, three questionnaires (pre-, mid-, and post-workshop) analysed with descriptive statistics, and document analysis of the workshop programme, learning portfolios, and final reflective reports, complemented by qualitative content analysis. Findings indicate a consistent increase in self-rated knowledge and confidence in implementing active methodologies and technology-mediated activities, alongside greater confidence in developing collaborative projects. Participants reported high perceived relevance of the workshop and unanimous intention to continue using the approaches introduced, suggesting strong perceived transferability to classroom practice. Triangulated documentary evidence suggests a broader digital repertoire, more deliberate task design, and a stronger emphasis on formative assessment and differentiation. The study does not measure causal effects on student learning; instead, it documents perceived change and implementation conditions. Implications for teacher education providers and schools include designing CPD around pedagogical task design, structured in-classroom application, and the production of practice-based evidence to support sustained innovation in language teaching.