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ERIC Number: EJ1160708
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-9072
Developing Teachers as the Learning Profession: Findings from the State of Educators' Professional Learning in Canada Study
Campbell, Carol; Osmond-Johnson, Pamela; Faubert, Brenton
Scottish Educational Review, v48 n2 p4-24 2016
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.
Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United Kingdom (Scotland)