Blending principal education programmes and leadership practice has become a common feature in the education of school principals. However, the need for further research in how programme participants experience learning within an overall structure of a programme has been highlighted since the same programmes are experienced differently. This empirical study used a practice-based approach to explore how participation in the Swedish National Principal Training Programme intertwines with principals’ work in practice. A situated perspective was used, interviewing and observing principals in both their educational and their workplace practice. In addition, teachers were interviewed at their school. This study revealed processes of continuous learning, which connects practice to what was learned in the Principal Programme. These processes mend and bridge old practices with new practices and therefore facilitate change. The principal also becomes a broker, rendering legitimacy in practice. The analyses, however, also reveal processes of interrupted learning, which disconnects working in practice from the participation in the Principals’ Programme, leading to discontinuous processes and exits. Increasing consciousness of the value of working with bridging and brokering would support principals’ professional learning and function as a foundation for leadership development.

将校长教育计划与领导实践相结合已成为学校校长教育的一个共同特征。但是，由于对相同程序的体验不同，因此需要进一步研究程序参与者如何在程序的整体结构中体验学习。这项实证研究采用了基于实践的方法，以探讨瑞典国家校长培训计划的参与如何与校长的实践工作交织在一起。使用了一个固定的视角，在校长们的教育和工作场所实践中采访和观察校长。此外，还对他们的学校的老师进行了采访。这项研究揭示了持续学习的过程，这些过程将实践与在校长计划中学到的东西联系起来。这些过程修补了旧实践和新实践之间的桥梁，从而促进了变革。委托人也成为经纪人，在实践中具有合法性。然而，这些分析还揭示了学习中断的过程，这使实践工作与参加校长计划的参与脱节，导致流程中断和退出。对桥接和经纪工作的价值意识的提高将支持校长的专业学习，并为领导力发展奠定基础。导致不连续的流程和退出。对桥接和经纪工作的价值意识的提高将支持校长的专业学习，并为领导力发展奠定基础。导致不连续的流程和退出。对桥接和经纪工作的价值意识的提高将支持校长的专业学习，并为领导力发展奠定基础。