Abstract
This study investigates CPD provision in Saudi Arabia by critically examining mathematics teachers' views on their experiences and their views on the impact of provision from a teacher-as-learner perspective. A questionnaire was administered to 605 teachers representing three educational administrations in Saudi Arabia (Mecca, Taif, and Majmah). The data was analyzed from a socio-cultural learning perspective with the intention of teasing out the assumptions about knowledge, learning and context that underpinned provision. There was tentative evidence that knowledge was typically conceptualized as a transferable commodity that could be imparted to teachers in ways that was intended to influence their professional practices and development. Yet, from the perspective of the majority of teachers, it failed to have a large impact on their practice beyond the immediate. Most teachers' descriptions of how they spent their CPD were deemed to be passive and subservient rather than active participation in knowledge creation or offering leadership to others. It was concluded that teacher learning is best facilitated through long term, practice-focused, community of practice-based provision and should encompass all activity in which a teacher feels they have learnt irrespective of whether it took place as part of their daily work or at a provided CPD event.