Professional Development for Chinese EFL Teachers in Australia: Perspectives, Challenges, and Research Potentials Dat Bao This chapter discusses the experience of Chinese in-service teachers of English who participated in a professional development program in Australia. The program reflects an increasing trend in English language education in today’s context of globalisation and transnationalism where it is common to see practitioners from one context seek interaction with colleagues and senior experts in another context. The chapter presents, first of all, an overview of the current discourse on EFL teacher develop- ment in China. Instead of focusing on a Western view, the discourse takes on a Chinese perspective which is a less-commonly discussed positioning on this theme. In doing so, the review looks at both the need and the challenge in teacher development in context. Secondly, the discussion reports an empirical study based on the pro- gram as offered by Monash University which annually hosts Chinese teachers in ten weeks’ course in the city of Melbourne. The aim of the study is to examine the teachers’ experience with the program in terms of D. Bao (*) Monash University, Clayton, VIC, Australia e-mail: dat.bao@monash.edu © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 A. Ahmed, O. Barnawi (eds.), Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education, https://doi.org/10.1007/978-3-030-64140-5_6 107