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The article presents the features of public school teachers’ professional development in Australia, describing the functions, elements, and components of CPD. Using comparative and historical, logical, analytical, descriptive, and statistical methods along with questionnaires and interviews, it examines the legislative foundation and the genesis of Australian teacher professional development standards. Results highlight CPD as an ongoing process of knowledge deepening, skills and competencies improvement, and values formation, and they explore links to educational reforms and adaptation opportunities for Ukraine.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-continuous-professional-development-australian-experience/588976/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-continuous-professional-development-australian-experience/588976.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article identify as the core nature of teacher continuous professional development (CPD) in Australia?","Question",{"text":112,"@type":113},"CPD is described as a continuous process of deepening knowledge, improving skills and competencies, and forming values and attitudes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research methods does the study employ to analyze Australian teachers’ CPD?",{"text":117,"@type":113},"The study uses theoretical and applied methods, including comparative and historical, induction and deduction, logical and analytical approaches, descriptive and statistical methods, plus questionnaires and interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the research examine regarding Australian CPD standards?",{"text":121,"@type":113},"It analyzes the legislative basis and the genesis of Australian teachers’ professional development standards and the specifics of CPD implementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588976,1792171918,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT: AUSTRALIAN  \nEXPERIENCE  \nNataliya Mukan (Corresponding author)  \nHalyna Yaremko, Yuriy Kozlovskiy, Volodymyr Ortynskiy, Oksana Isayeva  \nLviv Polytechnic National University, Lviv, Ukraine  \n[nataliya.v.mukan@lpnu.ua](nataliya.v.mukan@lpnu.ua)  \nDespite 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.  \nKeywords: Australia; public school teacher; continuous professional development; professional development standards; teacher education.  \nIntroduction  \nThe 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. Recently, there has been renewed interest in education, which becomes the chief priority of highly developed countries and its financing being one of the largest items of budget expenditures. Recent developments in education have heightened the need for continuous professional development (CPD) of public school teachers. Responsibility for the results of their activities is increasing. 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.  \nThe past decade has seen rapid economic and social development of Australia. Recent evidence suggests that Australia is one of the countries that play a crucial role in the international educational environment. Extensive research has shown that Australian universities provide transnational education and rate in the world’s best universities lists. According to the international student evaluation rank, the educational achievement results of Australian students are in top five among 30 OECD countries (Daniels, 2009) . It has previously been observed that the adult literacy rate is 99% in the country (Daniels, 2009) . The updating of initial teacher education programmes is taking place in Australia at the turn of twenty and twenty-first centuries. The systems of teacher professional standards are being created on the national level, supplemented by the standards of state and territory teacher registration bodies, and form the legal basis of public school teachers’ professional development in Australia. Data from several studies suggest that the cooperation between universities and schools is enhanced to obtain quality professional experience and research intensification","cbCaib68zb94mW4N","https://ap.wps.com/l/cbCaib68zb94mW4N","pdf",359590,"English","# Introduction\n# Conceptual framework","[{\"question\":\"What does the article identify as the core nature of teacher continuous professional development (CPD) in Australia?\",\"answer\":\"CPD is described as a continuous process of deepening knowledge, improving skills and competencies, and forming values and attitudes.\"},{\"question\":\"Which research methods does the study employ to analyze Australian teachers’ CPD?\",\"answer\":\"The study uses theoretical and applied methods, including comparative and historical, induction and deduction, logical and analytical approaches, descriptive and statistical methods, plus questionnaires and interviews.\"},{\"question\":\"What does the research examine regarding Australian CPD standards?\",\"answer\":\"It analyzes the legislative basis and the genesis of Australian teachers’ professional development standards and the specifics of CPD implementation.\"}]","TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT - AUSTRALIAN EXPERIENCE | PDF",1792066303,23]