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<p>The teacher workforce is in crisis, with shortages reported across the globe. One way of sustaining the profession is through high quality teacher professional learning and development (TPLD). In this article, we examine the case of Australia, drawing critically on TALIS 2018 data to consider how teachers experience professional development, how TPLD is conceptualised in TALIS and the implications of such representations. We contribute to the literature both through our analysis of the Australian context, and through our critical reading of the positioning of TPLD in the globally authoritative TALIS mechanism. Overall, we find that Australian teachers engage in a wide range of forms and topics for TPLD, which appears to be of varying quality and value. Nevertheless the information available via TALIS 2018 reflects important knowledge gaps, particularly in terms of the nature of TPLD on offer, the reasons teachers undertake it (or do not), and what does or does not meet their needs. These omissions feed into a representation of TPLD as remedial, decided externally to the profession, and as ‘training’ rather than a source of professional renewal, rejuvenation or ‘remoralisation’ at a time of professional crisis.</p>

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The ‘problem’ of teacher professional development in Australia: an analysis of TALIS 2018

  • 期刊论文

  • 发表日期：

    2025年11月26日

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  • Nicole Mockler,
  • Helen M. G. Watt,
  • Meghan Stacey,
  • Claire Golledge

摘要

The teacher workforce is in crisis, with shortages reported across the globe. One way of sustaining the profession is through high quality teacher professional learning and development (TPLD). In this article, we examine the case of Australia, drawing critically on TALIS 2018 data to consider how teachers experience professional development, how TPLD is conceptualised in TALIS and the implications of such representations. We contribute to the literature both through our analysis of the Australian context, and through our critical reading of the positioning of TPLD in the globally authoritative TALIS mechanism. Overall, we find that Australian teachers engage in a wide range of forms and topics for TPLD, which appears to be of varying quality and value. Nevertheless the information available via TALIS 2018 reflects important knowledge gaps, particularly in terms of the nature of TPLD on offer, the reasons teachers undertake it (or do not), and what does or does not meet their needs. These omissions feed into a representation of TPLD as remedial, decided externally to the profession, and as ‘training’ rather than a source of professional renewal, rejuvenation or ‘remoralisation’ at a time of professional crisis.