Teacher Development and Learning Ecologies: A Case Study Assisted by Atlas.ti Alba Souto-Seijo (&) , Iris Estévez , Patricia Romero, and Mercedes González-Sanmamed Department of Pedagogy and Didactics, Faculty of Educational Sciences, University of A Coruña, A Coruña, Spain {a.souto1,iris.estevezb,patricia.romero.rey, mercedes}@udc.es Abstract. One of the main characteristics of the knowledge and information society that we find ourselves in is the increase in learning possibilities. This has contributed to the need for teachers to understand education as a process that combines formal, non-formal, informal, and self-directed learning. For that reason, the aim of this study was to determine how the different modalities of learning promote professional development in primary education teachers. This qualitative research, using a case study methodology, reviews the educational paths of five teachers who are teaching in various state schools in a city in the north of Spain. The data collection technique was a deep interview. Information was processed using content analysis strategies with the help of Atlas.ti soft- ware. The results showed that the teachers were engaged in various educational activities to keep themselves up to date. In addition, they largely valued self- directed learning and informal learning. This research indicates the value of the ecological perspective, as it allows the integration of all of the learning opportunities that arise in modern society and which therefore promote teachers’ professional development. Keywords: Lifelong learning Á Teacher professional development Á Learning Ecologies Á CAQDAS 1 Introduction There would seem to be no doubt that digital and internet technologies have played a pivotal role in the creation and development of the information and knowledge society. They have had a powerful impact in all areas of human activity, transforming our habits, the way we interact and communicate, and in consequence, the way we learn. Digital technologies have increased the speed at which knowledge is produced, dis- tributed, and updated [1, 2], which requires people in general, and teachers in partic- ular, to recognize learning and education as continuous, lifelong processes. This means that there are unavoidably more and more challenges facing teachers, as their profes- sional activity consists of teaching in a plural, versatile reality which is constantly changing [3, 4]. It seems that these new, amplified, hybrid contexts provide people with many ways of engaging with and making the most of learning and professional © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 A. P. Costa et al. (Eds.): WCQR 2021, AISC 1345, pp. 116–126, 2021. https://doi.org/10.1007/978-3-030-70187-1_9