促進教師專業發展是當前國際上廣泛應用于提高教師隊伍整體素質和提升教師教育質量的路徑選擇和政策方向。基于教師教學國際調查(TALIS)數據,本文重點分析了參與TALIS項目的 36個國家和地區的教師專業發展狀況,實證考察了教師參與專業發展的影響因素。研究發現,教師性別、教齡、學歷等背景因素和專業發展需求對教師參與專業發展均有顯著影響;影響教師專業發展有效性最主要的因素是教師合作文化。因此,教師教育政策的制定要著眼于滿足教師發展的迫切需要,創設鼓勵教師合作實踐和專業協作的文化氛圍,構建教師專業發展的長效激勵機制。

Promoting teacher professional development is the core strategy and pathway to improve the quality of teacher education. Using the TALIS data, this paper focuses on analyzing the professional development of teachers in 36 countries and regions participating in TALIS. The study found that teacher’s gender, work experience and educational background, as well as the demand for professional development, had significant influences on teachers’ participation in professional development activities. Shapley value decomposition results show that cooperative culture of teachers contributes to the largest effectiveness on teachers’ professional development. Thus, the policy makers and implementers should focus on meeting the needs of teacher development. Based on the courses and workshops, teachers should be encouraged to establish peer collaboration and collective teaching. Policy makers should construct long-term incentive mechanism for teacher professional development.