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

Fang, Guangbao; Chan, Philip Wing Keung; Kalogeropoulos, Penelope

doi:10.1177/21582440211026951

Cited by 12 publications

(6 citation statements)

References 46 publications

(89 reference statements)

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“…In line with this, Fang et al (2021) agreed with this result. They discovered that Australian teachers had a more robust demand for information and communication technology (ICT) use and new technology training for teaching.…”

Section: Discussionsupporting

confidence: 87%

EFL Teachers' Continuous Professional Development: Reflections on and Target Needs

Eshete¹,

Gezahegn

2023

Continuing Professional Education: Theory and Practice

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Continuous Professional development (CPD) has received growing attention in teacher education research since it has the potential to affect teacher learning. Despite this, studies on EFL teachers' needs for CPD have been limited. To bridge this gap, this study investigated EFL teachers' reflections on and target needs for CPD. This study employed a mixed-methods research design, which involves both quantitative and qualitative approaches to answer the research questions. The research participants included 20 EFL teachers teaching at government high schools, and the data were collected using a test, questionnaires, and interviews. The findings indicated that EFL teachers have different views of their lacks, wants, and necessities. Furthermore, EFL teachers reflected that the current CPD program, which is practiced in their school, was never conducted to help them develop their profession. At the 0.01 level (2-tailed), there was a strong, negative correlation between EFL teachers’ CPD target needs and their reflections on the current CPD (rs = -0.961, n = 20, p = 0.01). Finally, the study recommends revising the CPD program; stakeholders should conduct program evaluations and then incorporate teachers’ reflections and target needs for CPD.

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Section: Discussionsupporting

confidence: 87%

EFL Teachers' Continuous Professional Development: Reflections on and Target Needs

Eshete¹,

Gezahegn

2023

Continuing Professional Education: Theory and Practice

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“…These programs require a significant time commitment for a workforce that is renowned for being time-poor and struggling to cope with ever-changing job demands (Thomson & Hillman, 2020). Time is often identified by teachers as a major barrier to engaging in and completing programs (Fang et al, 2021). Study attrition rates support this as a barrier.…”

Section: Discussionmentioning

confidence: 94%

Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses

et al. 2023

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This paper outlines a systematic review and meta-analyses to identify, describe, and evaluate randomised and non-randomised controlled trials of psychological programs targeting the mental health, professional burnout, and/or wellbeing of school classroom teachers. Eighty-eight unique studies were identified for inclusion in the review, and of those 46 were included in the meta-analyses (23 randomised controlled trials). In randomised controlled trials, the programs examined had large effects on stress (g=0.93), and moderate effects on anxiety (g=0.65), depression (g=0.51), professional burnout (g=0.57), and wellbeing (g=0.56) at post. In non-randomised controlled trials, programs had moderate effects on stress (g=0.50), and small effects on anxiety (g=0.38) and wellbeing (g=0.38) at post. Studies were heterogeneous in design and methodological quality was generally poor, particularly in non-randomised controlled trials. There was an inadequate number of comparisons to perform sub-group analyses, meta-regression, or publication bias analyses. Most of the programs examined required significant time, effort, and resources to deliver and complete. These programs may not translate well outside of research trials to real-world contexts due to teachers being time-poor. Priorities for research include using methodologically rigorous designs, developing programs for teachers with teachers (i.e. co-design), and considering implementation factors to ensure feasibility, acceptability, and uptake. Systematic Review Registration Number: PROPSERO - CRD42020159805.

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“…These programs require a signi cant time commitment for a workforce that is renowned for being time-poor and struggling to cope with ever-changing job demands (Thomson, 2020). Time is often identi ed by teachers as a major barrier to engaging in and completing programs (Fang et al, 2021). Study attrition rates support this as a barrier.…”

Section: Discussionmentioning

confidence: 98%

Intervention programs targeting the mental health, professional burnout, or wellbeing of school teachers: A systematic review and meta-analyses

Beames

Spanos

Roberts

et al. 2022

Preprint

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This paper outlines a systematic review and meta-analyses to identify, describe, and evaluate randomised and non-randomised controlled trials of psychological programs targeting the mental health, professional burnout, or wellbeing of school classroom teachers. Eighty-two unique studies were identified for inclusion in the review, and of those 39 were included in the meta-analyses (19 randomised controlled trials). In randomised controlled trials, the programs examined had significant large effects on stress (g=1.16), and moderate effects on burnout (g=0.58) and wellbeing (g=0.68). In non-randomised controlled trials, programs had significant moderate effects on stress (g=0.62), and small to moderate effects on anxiety (g=0.42), depression (g=0.36), and wellbeing (g=0.44). Studies were heterogeneous in design and methodological quality was generally poor, particularly in non-randomised controlled trials. There was an inadequate number of comparisons to perform sub-group analyses, meta-regression, or publication bias analyses. Most of the programs examined required significant time, effort, and resources to deliver and complete. These programs may not translate well outside of research trials to real-world contexts due to teachers being time poor. Priorities for research include using methodologically rigorous designs, developing programs for teachers with teachers (i.e., co-design), and considering implementation factors to ensure feasibility, acceptability, and uptake. Systematic Review Registration Number: PROPSERO - CRD42020159805.

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

Cited by 12 publications

References 46 publications

EFL Teachers' Continuous Professional Development: Reflections on and Target Needs

EFL Teachers' Continuous Professional Development: Reflections on and Target Needs

Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses

Intervention programs targeting the mental health, professional burnout, or wellbeing of school teachers: A systematic review and meta-analyses

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