Overview
- Shares and assesses the real-life experiences of teachers and school leaders in relation to professional learning and development
- Provides an in-depth analysis of issues surrounding professional learning and development in a range of schools and other education settings
- Assesses support policies and professional learning opportunities for teachers in complex teaching positions
Part of the book series: Teacher Education, Learning Innovation and Accountability (TELIA)
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Table of contents (8 chapters)
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Front Matter
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Introduction to Professional Support Considerations
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Front Matter
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Back Matter
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
- learning and instruction
About this book
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.
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Authors and Affiliations
About the author
Following a substantial career as an Education Practitioner, teaching across different international systems and curriculum frameworks, Anna Du Plessis made the decision to pursue a research career while teaching in part-time positions. She completed a Doctorate in Education Leadership in 2010, focusing on the implications of the out-of-field teaching phenomenon for professional development programmes, and entered academia full-time later in the same year to complete her PhD, which explored the lived meaning of out-of-field teaching practices for quality education, with a specific focus on educational leadership and teaching pedagogies.
Bibliographic Information
Book Title: Professional Support Beyond Initial Teacher Education
Book Subtitle: Pedagogical Discernment and the Influence of Out-of-Field Teaching Practices
Authors: Anna Elizabeth Du Plessis
Series Title: Teacher Education, Learning Innovation and Accountability
DOI: https://doi.org/10.1007/978-981-13-9722-6
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2019
Hardcover ISBN: 978-981-13-9721-9Published: 04 September 2019
Softcover ISBN: 978-981-13-9724-0Published: 04 September 2020
eBook ISBN: 978-981-13-9722-6Published: 26 August 2019
Series ISSN: 2524-5562
Series E-ISSN: 2524-5570
Edition Number: 1
Number of Pages: XXII, 271
Number of Illustrations: 3 b/w illustrations, 18 illustrations in colour
Topics: Teaching and Teacher Education, Professional & Vocational Education, Learning & Instruction, Educational Policy and Politics