Teacher Professional Development in Vocational Education: A Comparative Study between China and Malaysia

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Comparative study reveals distinct TPD models in China and Malaysia, suggesting blended approaches to enhance vocational education.

China's TPD model is policy-driven, emphasizing a dual-qualified teacher approach supported by government initiatives.
Malaysia's model highlights teacher autonomy with industry-led mechanisms like certification and professional learning communities.
Both countries experience similar challenges in uneven regional participation and limited enterprise involvement in TPD.
Combining China’s systematic planning with Malaysia’s flexibility may create more effective TPD models.

Yan et al. (2025) studied this question.

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