SAMANDRAG Studien rettar seg mot laerarar som har delteke på skulebasert vidareutdanning i klasseleiing. Føremålet er å undersøkje kjenneteikn ved ei skulebasert vidareutdanning som laerarar meiner bidreg til eiga laering. Empiri er henta inn gjennom fokusgruppeintervju med to laerargrupper ved ein ungdomsskule eitt og eit halvt år etter avslutta vidareutdanning. Funna tyder på at det er fem sentrale kjenneteikn ved vidareutdanninga som bidreg til at laerarane opplever laering: Kollektiv deltaking, praksisnaert innhald, mellomliggjande arbeid, at vidareutdanninga går over tid og forplikting. Hovudfunnet vårt er at forplikting ser ut til å vere det som knyter dei fire andre saman.ABSTRACT The study deals with teachers who have participated in school-based further education in class management. The purpose of the study is to find out characteristic features of a school-based further education which teachers think contribute to their own learning. Empirical data are based on group interviews with two teacher groups at a lower secondary school 18 months after the conclusion of the further education. The findings indicate that there are five key characteristics of further education that contribute to teachers experiencing learning: Collective participation, practice-related content, in-between work, that further education takes place over time, and commitment. Our main finding is that commitment seems to be the factor that links the four others together.NØKKELORD skulebasert | vidareutdanning | kollektiv deltaking | teori | praksis | laerarar | laering INNLEIINGProfesjonell kompetanse blir knytt til korleis laerarar laerer, og korleis dei tek i bruk kunnskap i praksis for å fremje elevane si laering (Avalos, 2011). Kunnskapsutvikling i det profesjonelle laeringsfellesskapet i skulen har fått aukande merk-

This study aims at increasing our knowledge about the national school leadership program in Norway by investigating how school leaders describe new tensions they experience in their day-to-day practices after they have finished the program. Through analyses of focus group interviews and e-mail interviews with previous school leader students, three areas of tension are identified. These tensions are in this article described as balancing exercises. The first balancing exercise is situated between expectations and new demands, the second one is described as balancing between being close to and being distant from the teachers, and the third balancing exercise focuses on the situation where some