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The aim of this study is to research the 15 Brazilian teachers' experiences during a Finnish teacher training program, in which the focus was on supporting teachers' professional development and creating competences to make pedagogical change. The preliminary findings suggest that the networked expertise plays a crucial role in the teachers’ professional development and in re-designing their current educational practices. However, the deliberative pursuit of collaborative knowledge building and supportive networks for contextualizing development in the Brazilian learning environment after the training program is needed for sustainable professional growth.

Networked Expertise Empowering Brazilian Teachers’ Professional Development and Pedagogical Change