Abstract

Despite the growing body of research on teacher professional development, there is still limited empirical evidence on how sustained, school-based teacher education contributes to institutional transformation. This study analyses the changes observed after two years of implementation of the programme titled “Magnet: Partnerships for Educational Success”, a four-year educational initiative focused on co-creation, collaboration and reflection on practice. The study adopted a longitudinal qualitative multiple-case design, gathering data from three primary schools in Catalonia through focus groups, stakeholder interviews, non-participant observations and document analysis. Findings showed that the programme acted as a catalyst for institutional change processes, particularly in enhancing the focus and consistency of the school educational project, developing more distributed leadership, consolidating collaborative work structures, improving school climate, and strengthening relationships with partners and the local ecosystem. Based on this, emerging indicators of institutional transformation were identified to guide the design and assessment of future programmes, providing specific tools for a systemic and context-sensitive approach to putting educational transformation into practice.

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