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A Context-Conscious Theoretical Framing of the Teaching Space

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Professional Support Beyond Initial Teacher Education

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Abstract

Initial teacher education (ITE) impacts future teachers’ teaching goals, quality, effectiveness and practices. Teaching practices are entrenched in cultural, social, physical and cognitive beliefs. During and beyond ITE prospective and practising teachers, respectively, have opportunities to learn content and to take ownership of new knowledge. ITE programs that value reflective practices concerning prospective teachers’ personal teaching beliefs, the realities in the field and teachers’ cognitive growth influence not only teachers’ future success but the teaching context and stability in the workplace.

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  1. Australian Catholic University, Brisbane, QLD, Australia

    Anna Elizabeth Du Plessis

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  1. Anna Elizabeth Du Plessis
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Correspondence to Anna Elizabeth Du Plessis .

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Du Plessis, A. (2019). A Context-Conscious Theoretical Framing of the Teaching Space. In: Professional Support Beyond Initial Teacher Education. Teacher Education, Learning Innovation and Accountability. Springer, Singapore. https://doi.org/10.1007/978-981-13-9722-6_2

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  • DOI: https://doi.org/10.1007/978-981-13-9722-6_2

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