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In a 7-year longitudinal study of a teacher professional development program, NCISLA (http://www.wcer.wisc.edu/NCISLA) researchers found that teachers whose learning became generative perceived themselves as creators and elaborators of their own knowledge about children's mathematical  thinking. They perceived knowledge acquired through professional development as something on which they could build, and they recognized that they also learned from classroom engagement with their students. Teachers whose knowledge did not become generative, on the other hand, tended to see what they gained from the professional development program as a fixed body of knowledge acquired from experts.

More information is available at http://www.wcer.wisc.edu/ncisla/publications/reports/NCISLAReport1.pdf.