Professional support beyond initial teacher education: Pedagogical discernment and the influence of out-of-field teaching practices

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Du Plessis, Anna Elizabeth. (2019) Professional support beyond initial teacher education: Pedagogical discernment and the influence of out-of-field teaching practices Springer Singapore. https://doi.org/10.1007/978-981-13-9722-6
AuthorsDu Plessis, Anna Elizabeth
Abstract

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.

Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-13-9722-6
Page range1 - 271
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Year2019
PublisherSpringer Singapore
Place of publicationSingapore
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