Factors impacting an overseas continuing professional development programme: Chinese teachers’ voices

Teacher Agency and Continuing Professional Development in Chinese Universities

“…Future researchers should consider expanding the sample size, especially by increasing the number of teacher samples in each region, or conducting studies specific to different regions in China, to account for regional differences and gain a more comprehensive understanding of CPD among all university teachers in China. Additionally, future studies based on interviews should involve more individual differences among teachers, such as different disciplines, types of universities, and career development stages, to obtain more comprehensive, scientific and objective perspectives of teachers overall (Yuan & Gao, 2023). Finally, future research should delve into the diverse background factors affecting teachers' agency and CPD, particularly cultural contexts and teachers' perceptions of institutional support, to uncover how these factors foster teachers' CPD in various cultural settings and environments, and how teachers maintain and develop their agency.…”

A Model of Lecturers Professional Development in Business School of Research Universities in the 21st Century

“…Inclusive within specific lecturer education and professional development schemes are opportunities for temporary overseas study or cultural immersion. These endeavours have demonstrated their ability to enrich lecturers' understanding of diversity and intercultural knowledge [60]. Besides, a secondary objective for lecturers engaging in professional development programs is the enhancement of their teaching skills.…”

“…Besides, a secondary objective for lecturers engaging in professional development programs is the enhancement of their teaching skills. Exposure to overseas teaching environments, diverse teaching methodologies, and comparative learning stimulate the development and transformation of participants' professional identity, fostering an expansion of their pedagogical thinking [33,60].…”

“…Gong et al [20] demonstrate that lecturers frequently articulate a demand for professional development in research, encompassing the acquisition of knowledge regarding scholarly endeavors. Additionally, Yuan & Gao [60] emphasize that international professional development is widely acknowledged as an effective means to augment lecturers' intercultural competence and effectiveness. In practical applications, lecturers can pursue diverse professional development opportunities through the resources provided by research-oriented universities.…”