Abstract
Despite an extensive body of research the issues of teachers’ continuous professional development are of particular importance for modern pedagogical theory and practice. The article outlines the features of public school teachers’ professional development in Australia. The study employed a range of theoretical and applied research methods, namely comparative and historical, induction and deduction, logical, analytical, descriptive and statistical as well as questionnaires and interviews. The article specifies the functions of teacher professional development, its elements and components. It analyses the legislative basis and the genesis of Australian teachers’ professional development standards. The article identifies the specificities of teacher professional development implementation in Australia. The results show that teacher professional development is a continuous process of deepening knowledge, improving skills and competencies, forming values and attitudes. The methods helped in revealing the interconnection between continuous professional development and educational reforms, the forms, models and methods of CPD of Australian and Ukrainian teachers. The results of the survey showed the potential for the system of Ukrainian continuous teacher education development and the possibilities of Australian experience adaptation taking into account our rich educational traditions.
Highlights
The modern knowledge society is characterised by globalisation processes, increased competition in the field of education and science, the foundation of transnational educational institutions and the opening of universities’ branches outside the country
Our results support the idea that professional development of public school teachers is a continuous process of deepening knowledge, improving skills and competencies, forming values and attitudes that begins at the stage of initial teacher training and lasts throughout the professional activity of the teacher
The current study has found that the genesis of professional development standards for Australian public school teachers can be traced
Summary
The modern knowledge society is characterised by globalisation processes, increased competition in the field of education and science, the foundation of transnational educational institutions and the opening of universities’ branches outside the country. Recent developments in education have heightened the need for continuous professional development (CPD) of public school teachers. Providing teachers with appropriate and timely opportunities for professional development, comprehensive support from school leaders, colleagues, parents and the system of continuing teacher education is a means of enhancing students’ learning outcomes as well as improving teaching and school activity in general. Recent evidence suggests that Australia is one of the countries that play a crucial role in the international educational environment. According to the international student evaluation rank, the educational achievement results of Australian students are in top five among 30 OECD countries (Daniels, 2009). Data from several studies suggest that the cooperation between universities and schools is enhanced to obtain quality professional experience and research intensification in the sphere of teacher professional development
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