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Professional Support Beyond Initial Teacher Education

Pedagogical Discernment and the Influence of Out-of-Field Teaching Practices

  • Anna Elizabeth Du Plessis

Table of contents

  1. Front Matter
    Pages i-xxii
  2. Introduction to Professional Support Considerations

  3. From ITE to the Workplace

    1. Front Matter
      Pages 107-108
    2. Anna Elizabeth Du Plessis
      Pages 109-139
    3. Anna Elizabeth Du Plessis
      Pages 185-227
    4. Anna Elizabeth Du Plessis
      Pages 229-265
  4. Back Matter
    Pages 267-271

About this book

Introduction

This book investigates the professional learning needs of teachers beyond initial teacher education, focusing on teachers in complex teaching positions, such as out-of-field teaching practices. The information presented here will help to improve professional learning strategies, while also offering an in-depth understanding of teachers’ needs, leaders’ perceptions, and what complex teaching situations mean for teachers’ professional learning and development. Further, Du Plessis shares the perceptions and lived experiences of teachers, parents, leaders and students as key stakeholders in quality teaching and learning environments.

In light of new evidence-informed findings on the out-of-field phenomenon and continuing professional learning, Du Plessis puts forward strategies that will enhance the effectiveness of professional learning and development programs, while also fostering improved decision-making and policy development. In brief, Du Plessis focuses on the impact that complex teaching situations have on teachers’ unique needs, the support that is provided, and the influence of the out-of-field phenomenon on teachers’ responses to continuing professional learning and development programs.

Anna Du Plessis has completed two doctoral degrees in education. Her research in South Africa and in Australia is into what happens when teachers constantly teach outside their areas of expertise. Demand for quality student results and individualized teaching remains. Principals need to be financial administrators as well as education leaders. Teaching involves life-long learning. With appropriate support, teachers and their students thrive. Yet teacher retention plummets internationally.

This book reveals the day-to-day reality for teachers, subject specialists and school leaders. You will read the words of the enthusiastic, the burnt out, the tired but hopeful and those resigned to the dilemmas of working in education. It introduces the theory of context-conscious understanding development (C-CUD theory) and the CANNAS leadership model which encourage a school culture supporting targeted professional development and learning. Organizational recommendations are made to shape and sustain a quality teaching workforce beyond initial teacher education.
Julie Martyn, Editor, Swinburne University Online, Melbourne, Australia.

Keywords

Effective teaching practices Quality teachers Effective leadership Effective classrooms Professional learning Professional standards for teachers Professional development Unsuitably qualified Out-of-field teaching practices School improvement strategies Quality education Need analysis Life-long learning attitudes Professional learning discourses

Authors and affiliations

  • Anna Elizabeth Du Plessis
    • 1
  1. 1.Australian Catholic UniversityBrisbaneAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-13-9722-6
  • Copyright Information Springer Nature Singapore Pte Ltd. 2019
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-13-9721-9
  • Online ISBN 978-981-13-9722-6
  • Series Print ISSN 2524-5562
  • Series Online ISSN 2524-5570
  • Buy this book on publisher's site