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It argues for the value of Canadian narratives and evidence in global debates and examines a recent Canadian study on educators’ professional learning. Research-informed principles and policy and practice examples across Canada are synthesized. 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I begin by arguing for the importance of Canadian narratives and evidence within global debates. I turn then to an example of a recently conducted study of the state of educators’professional learning in Canada to examine research-informed principles and examples from policies and practices across Canada. I conclude by arguing for the importance of the Canadian education community learning with, from, and for Canada, appreciating that diversity is our strength, but recognizing that inequities are our greatest challenge.  \nKeywords: professional learning, professional development, teachers, leadership, Canada  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:2 (2017)©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nDans cet article, il est question de la priorité qui est actuellement accordée à l’échelle internationale à l’amélioration de l’enseignement et notamment aux approches axées sur l’apprentissage professionnel des enseignants. L’auteure commence par faire valoirl’importance des données probantes et des témoignages canadiens dans les débats internationaux. À l’aide de l’exemple d’une étude récente sur la situation de l’apprentissage professionnel des éducateurs au Canada, l’article examine des principes fondés sur des recherches ainsi que des exemples de politiques et de pratiques en place un peu partout au Canada. L’auteure conclut en affirmant qu’il est important que l’apprentissage de la communauté de l’enseignement canadienne se fasse avec et pour le Canada et à partir d’ici et souligne que si la diversité est notre force, les inégalités demeurent notre plus grand défi.  \nMots-clés : apprentissage professionnel, perfectionnement professionnel, enseignants, leadership, Canada  \nAcknowledgements  \nThis article draws on the State of Educators’Professional Learning in Canada study (Campbell et al., 2016), funded by Learning Forward, and co-authored by Pamela Osmond-Johnson, Brenton Faubert, Kenneth Zeichner, and Audrey Hobbs-Johnson with Sherri Brown, Paula DaCosta, Anna Hales, Larry Kuehn, Jacqueline Sohn, and Karen Steffensen. The study benefited also from an Advisory Group that included Gary Adams, Rod Allen, Ron Canuel, J-C Couture, Douglas W. Currie, Ruth Dawson, Sue Elliott, Tina Estabrooks, Michael Fullan, Maxine Geller, Karen Goodnough, Andy Hargreaves, Stephanie Hirsh, Terry Johanson, Jill Mason, Coleen McDonald, Akela Peoples, Beate Planche, Terry Price, Chris Quinn, Heather Smith, Joan Zaretsky, and members of the British Columbia Education Collaborative.  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:2 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThis article discusses and examines research, policies, and practices to support the professional learning and development of teachers. Linked to the Canadian Journal of Education’s important 40th anniversary, my intent is to provide an article to provoke and stimulate dialogue within the Canadian education community (and beyond) through providing research-generated insights and suggestions. I begin by discussing international debates concerning educational improvement and the manner in which Canada is profiledin international assessments and comparisons. I argue for the importance of research in and from Canada to be conducted and profiled to contribute to a narrative and evidence about Canadian education and the diverse communities and contexts within Canada. Using the example of a recently conducted study of the State of Educators’Professional Learni","cbCaialNdaSivKVB","https://ap.wps.com/l/cbCaialNdaSivKVB","pdf",478119,33,"English","# Abstract\n# Résumé\n# Acknowledgements\n# Introduction\n# A World of Educational Improvement","[{\"question\":\"What is the article’s main focus regarding teachers’ professional learning?\",\"answer\":\"The article examines approaches to developing teachers’ professional learning in the context of broader educational improvement efforts.\"},{\"question\":\"Why does the author emphasize Canadian evidence and narratives?\",\"answer\":\"The author argues that Canadian narratives and evidence are important to inform and contribute to international debates about education improvement.\"},{\"question\":\"What study does the article use to examine educators’ professional learning in Canada?\",\"answer\":\"It uses the recently conducted State of Educators’Professional Learning in Canada study (Campbell et al., 2016) to discuss research-informed findings.\"}]","Developing Teachers’Professional Learning - Canadian Evidence and Experiences in a World of Educational Improvement | PDF",1792081595,83]