Developing Teachers as the Learning Profession: Findings from the State of Educators' Professional Learning in Canada Study

• Published in: Scottish educational review Vol. 48; no. 2; pp. 4 - 24
• Main Authors: Campbell, Carol, Osmond-Johnson, Pamela, Faubert, Brenton
• Format: Journal Article
• Language: English
• Published: Scottish Educational Review 27.03.2016
• Subjects: Active Learning; Case Studies; Comparative Education; Cooperative Learning; Educational Resources; Evidence Based Practice; Faculty Development; Foreign Countries; Job Training; Leadership; Outcomes of Education; Pedagogical Content Knowledge; Professional Continuing Education; Sustainability; Teacher Education; Teacher Empowerment; Canada; United Kingdom (Scotland)
• ISSN: 0141-9072
• DOI: 10.1163/27730840-04802001

Teachers' professional development and learning is of high interest in educational reform internationally. We present findings from the "State of Educators' Professional Learning in Canada" study. We identify ten features proposed for effective professional learning: evidence-informed subject specific and pedagogical content knowledge a focus on student outcomes a balance of teacher voice and system coherence active and variable learning collaborative learning experiences job-embedded learning ongoing in duration resources and supportive and engaged leadership. Our findings indicate that these features are present in current professional learning experiences within Canada. However, we also found important differences in the details of professional learning within and across Canada. We suggest it is important to research, value and understand the diversity of professional learning needs, activities, experiences and outcomes within and across countries. We discuss potential considerations for the study of teachers' professional learning in Scotland to contribute to improvements locally and to inform global debates.