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

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Listed:
  • Guangbao Fang
  • Philip Wing Keung Chan
  • Penelope Kalogeropoulos

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.

Suggested Citation

  • Guangbao Fang & Philip Wing Keung Chan & Penelope Kalogeropoulos, 2021. "Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers," SAGE Open, , vol. 11(3), pages 21582440211, July.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211026951
    DOI: 10.1177/21582440211026951
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    References listed on IDEAS

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    1. Masood Badri & Ali Alnuaimi & Jihad Mohaidat & Guang Yang & Asma Al Rashedi, 2016. "Perception of Teachers’ Professional Development Needs, Impacts, and Barriers," SAGE Open, , vol. 6(3), pages 21582440166, August.
    2. Richard Freeman, 2020. "The role of the councillor and the work of meeting," Local Government Studies, Taylor & Francis Journals, vol. 46(4), pages 564-582, July.
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