Investigating the Changes in Teacher Professional Learning: A Case Study of QMEA Schools

Guihua CUI, Michael Singh


Teacher professional learning plays an important role in teaching outcomes and student performance. Teachers who engage in professional learning often find themselves in empowering cycle. Although not all teachers follow this path, those who do benefit from improvements in their teaching. This paper investigates the issue of changes of teacher professional learning provided by schools under Queensland Minerals and Energy Academy, how much these QMEA schools invested in it, and how teachers were involved in it by analysing professional learning initiatives presented in the Annual Reports of these schools. The research findings indicate that there is variance in quantity and variety in initiative offerings in different QMEA schools. Teachers’ involvement in the professional learning offered is not in direct proportion to the schools’ investment in the initiatives. The initiatives provided by almost all the QMEA schools still centre on academic knowledge building and pedagogical skills.
Key words: Teacher Professional Learning; QMEA Schools; VET; Change

Resumé: L'apprentissage professionnel des enseignants joue un rôle important dans les résultats d'enseignement et dans la performance des élèves. Les enseignants qui s'engagent dans l'apprentissage professionnel se retrouvent souvent dans le cycle d'autonomisation. Bien que tous les enseignants ne suivent pas cette voie, ceux qui le font bénéficient d'une amélioration dans leur enseignement. Cet article étudie la question des changements dans l'apprentissage professionnel des enseignants fourni par les écoles de l'Académine des minéraux et de l'énergie de Queensland (AMEQ) , combien ces écoles AEMQ y ont investi, et comment les enseignants ont été impliqués en analysant les initiatives d'apprentissage professionnelles présentées dans les rapports annuels de ces écoles. Les résultats de la recherche indiquent qu'il existe une variance dans la quantité et une variété de l'offre de l'initiative dans les différentes écoles AEMQ. La participation des enseignants dans l'apprentissage professionnel offert n'est pas en proportion directe avec les investissements des écoles dans les initiatives. Les initiatives prévues par presque toutes les écoles AEMQ se concentrent encore sur le renforcement des connaissances académiques et les compétences pédagogiques.
Mots-clés: Apprentissage Professionnel Des Enseignants; ÉColes AEMQ; EFP; Changement


Teacher Professional Learning; QMEA Schools; VET; Change;Apprentissage Professionnel Des Enseignants; ÉColes AEMQ; EFP; Changement


Bardsley, D. (2007). Education for all in a global era? The social justice of Australian secondary school education in a risk society. Journal of Education Policy, 22(5), 493-508.

Bernstein, B. (1977). Class, codes and control (Vol. 1). London: Routledge & Kegan Paul.

Dalley-Trim, L., Alloway, N., Patterson, A., & Walker, K. (2007). Vocational education and training in schools: Career advisers' perceptions and advising practices. Australian Journal of Career Development, 16(1), 28-36.

Hamilton, D. (1989). Towards a theory of schooling (1st ed.). London: The Falmer Press.

Harreveld, B. (2007). The ETRF, robust hope and teacher education: making practical reforms to the senior phase of learning. Asia-Pacific Journal of Teacher Education, 35(3), 273-289.

Kliebard, H. M. (1999). Schooled to work: vocationalism and the American curriculum, 1876 - 1946. New York and London: Teachers College Press.

Sadovnik, A. (Ed.). (2007). Sociology of education: A critical reader. New York: Routledge.

Smith, E. (2004). Vocational education and training in schools in Australia: What are the consequences of moving from margins to mainstream? Journal of Vocational Education and Training, 56(4), 559-578.

Smyth, J., & Fasoli, L. (2007). Climbing over the rocks in the road to student engagement and learning in a challenging high school in Australia. Education Research, 49(3), 273-295.

Van Driel, J., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38(2), 137-158.

Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. from

Young, M. (2008). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. London: Routledge.



  • There are currently no refbacks.

Copyright (c) 2011 Guihua CUI, Michael Singh

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   


  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:;;;

 Articles published in Cross-Cultural Communication are licensed under Creative Commons Attribution 4.0 (CC-BY).


Address: 9375 Rue de Roissy Brossard, Québec, J4X 3A1, Canada 
Telephone: 1-514-558 6138 
Website: Http://; Http://;

Copyright © Canadian Academy of Oriental and Occidental Culture