Teachers’ professional learning in Finland: Providers of education in key role

This chapter reflects on teachers’ professional learning and development in Finland. First, Finnish education context will be analysed from the point of view of teachers and teacher education. Research orientation in the programmes influence the development of teachers’ professional identity, which is supported by the local-level processes, such as quality assurance. Second, national aims for teachers’ professional learning will be introduced. Third, different approaches, which are used for supporting teachers’ professional learning, will be introduced and discussed. In addition to formal professional development projects, teachers’ professional learning is supported in various school- or district-level projects and school-level professional learning communities. Important school-level projects, which are supportive of teachers’ professional learning, are the preparation of the local curriculum and learning environments. Main challenges in teachers’ professional learning are related to teachers’ induction phase mentoring, fragmentation in professional learning activities, and lack of leadership in school-level learning.