This paper reflects on teachers’ professional development and learning in Finland. The analysis is targeted at teachers at early childhood, primary and secondary levels. First, the Finnish education context will be analysed from the perspectives of teachers and teacher education. In particular, the research orientation and research-based thinking in initial teacher education is interpreted to influence the development of teachers’ professional identity, which is supported by local-level processes, such as quality assurance processes. As a part of this professional identity, teachers have developed competence and a willingness to participate in professional development and other local development activities. Second, the national aims for teachers’ professional learning will be introduced. Third, different approaches used to support teachers’ professional learning will be introduced and discussed. In addition to formal, professional development projects, teachers’ professional learning is supported by various school- or district-level projects and by school-level professional learning communities. At the school level, teachers are seen as developers of the school community and school culture. Important school-level projects that are supportive of teachers’ professional learning include the preparation of the local curriculum and learning environments.

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