Across Northern Europe there is a shortage of teachers (European Commission, 2013) with individual countries reporting issues with recruitment and retention (HESA, 2016). This is against a backdrop of research evidence that identifies the quality of teacher as the main factor in influencing learning outcomes (Wiliam, 2010; Chetty et al, 2014). There are numerous studies that have explored these issues from the perspective of initial teacher education and recruitment (Donaldson, 2011). This symposium presents research from three Northern European countries (Iceland, Sweden and England) that examines the nature and role of teacher professional learning in relation to teacher retention and considers the wider implications for continuing professional development in the light of their findings and the discussant’s perspectives.

Chetty, Raj, John N. Friedman, and Jonah E. Rockoff. (2014.) Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. American Economic Review 104, no. 9: 2633–2679. doi:10.1257/aer.104.9.2633. Donaldson, G (2011). Teaching Scotland’s future: report of teacher education in Scotland. Scottish Government (Scotland). European Commission. (2013). Study on policy measures to improve the attractiveness of the teaching profession in Europe. Final Report. Publications Office of the European Union. Higher Education Statistics and Analysis https://www.hesa.ac.uk/ accessed 23/1/18 Wiliam, D (2010) Teacher quality: why it matters and how to get more of it. Spectator schools revolution conference, March.