A state-of-the-art review of Canadian literature on teacher professional learning and leadership (2010-2020)

Abstract

ABSTRACT This article presents a state-of-the-art review of the last decade (2010–2020) of research on Teacher Professional Learning and Leadership produced by researchers in Canadian universities and published by peer-reviewed journals indexed in Web of Science or Scopus database. The review aims to succinctly summarize key ideas, themes, and findings during the decade from 2010 to 2020 from Canadian research and to assist in identifying the major trends, strengths, and gray areas in the Canadian research. Thirty-one articles were selected for their specific focus on teacher professional learning and leadership. We present our findings using three broad thematic headings. First, evidence from examples of approaches to teachers’ professional learning and leadership in Canada, includes sub-sections on: teachers’ professional learning and leadership development programs; and teachers’ organizations and professional learning. Second, processes for developing professional learning and leadership and intended outcomes, includes sub-sections on: professional capital; social capital, collaborative learning, and professional learning communities; mentoring; teacher voice and agency; de-privatizing teaching practice; building relational trust; distributed leadership; and ethical leadership and decision-making. Third, professional learning informing educational change, policies, and practices, includes sub-sections on: educational change; technology; teacher evaluation and accountability; assessment practices; and diversity, inclusion and multi-culturalism.