Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

• Authors: Ludmyla Kostina
• Languages of publication: EN

Abstracts

EN

Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve secondary school teacher professional expertise in Australia. These are initiatives approved by Australian specific organizations at government and non-government levels. The author describes the goals and directions of secondary school teacher government support and government strong requirements for teacher professional learning. The article also considers the role of Australian professional education organizations in teacher professional growth. The analysis of the goals is carried out by means of government and professional education organizations documents. The author reports that social context of secondary school teacher professional development in Australia is provided through government education institutions. In support of this fact there is a range of government projects, programmes and documents approved at international and national levels and aimed to encourage lifelong quality teacher development. Furthermore, teacher professional development support is also organized by various Australian professional associations that work collaboratively. Moreover, these associations are not only focused on teacher professional development national standards, requirements and forms but global trends in professional learning and performance.

Keywords

EN

teacher professional development; professional profile; initiatives; strategy; reforms; social demand; professional associations

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2015
• Volume: 5
• Issue: 1
• Pages: 120-126

Dates

published

2015-03-01

online

2015-03-13

Contributors

author

Ludmyla Kostina

• Institute of Pedagogical and Adult Education, Ukraine

References

• 1. ACER. (2014). Annual report 2012-2013. Melbourne, p. 38.
• 2. AITSL. (2012). Australian Charter for the Professional Learning of Teachers and School Leaders. Melbourne, Brisbane, Canberra, p. 10.
• 3. AITSL. (2012). Australian Teacher Performance and Development Framework. Melbourne, Brisbane, Canberra, p. 14.
• 4. AITSL. (2012). Certification of Highly Accomplished and Lead Teachers in Australia. Melbourne, Brisbane, Canberra, p. 26.
• 5. AITSL. (2014). Global trends in professional learning and performance & development. Some implications and ideas for the Australian education system. Melbourne, Canberra, p. 36.
• 6. AITSL. (2011). National Professional Standards for Teachers. Melbourne, p. 24.
• 7. Commonwealth of Australia. (2013). The Senate. Education, Employment and Workplace Relations References Committee. Teaching and learning - Maximising our investment in Australian schools. The Senate Printing Unit, Parliament House, Canberra, p. 116.
• 8. Department of Education, Employment and Workplace Relations. (2012). Funding recipient. Guidelines 2011-2013. Canberra, p. 12.
• 9. Freeman, C., O’Malley, K., Eveleigh, F. (2014). Australian teachers and the learning environment: An analysis of teacher response to TALIS 2013: Final Report. Melbourne: ACER, p. 204.
• 10. OECD. (2013). Australia. Country note. Results from TALIS, p. 4.
• 11. OECD. (2009). Professional development of teachers in Creating Effective Teaching and Learning Environments: First Results from TALIS. p. 48-86.
• 12. The Federal Department of Education, Training and Youth Affairs and the South Australian Department of Education, Training and Employment. (2001). National report on the development of education in Australia. Geneva, p. 73.
• 13. Tuinamuana, K. (2011). Teacher Professional Standards, Accountability, and Ideology: Alternative Discourses. Australian Journal of Teacher Education, Vol. 36, No 12, p. 72-82.

Identifiers

DOI

10.1515/rpp-2015-0031