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Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

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Fang, Guangbao, Chan, Philip Wing Keung, Kalogeropoulos, Penelope·2021·Sage Open
DOI 10.1177/21582440211026951
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Abstract

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

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Cited by

Metadata

Authors
Fang, G., Chan, P. W. K., & Kalogeropoulos, P.
Affiliations
Monash University (AU)
Corresponding author
Fang, Guangbao
ORCID
Venue
Sage Open
Publisher
SAGE Publications
Published
2021-07
Volume
11
Issue
3
ISSN
2158-2440 (ISSN-L)
DOI
10.1177/21582440211026951
OpenAlex
W3181723375
Cited by
37
References
2
Citations by year
2026: 4 · 2025: 9 · 2024: 8 · 2023: 11 · 2022: 3 · 2021: 2
FWCI
10.55
Type
journal article
Language
en
Open access
Licence
Locations
  • SAGE Open (publishedVersion, cc-by)
  • Monash University Research Portal (Monash University) (submittedVersion, cc-by)
  • RePEc: Research Papers in Economics (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords
teacher professional development, secondary school teachers, teacher needs, professional development support, barriers to professional development, ICT in teaching, pedagogical competence, work schedules, participation incentives, Australia, Shanghai, cross-national comparison

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