Professional Support Beyond Initial Teacher Education (eBook)
XXII, 271 Seiten
Springer Singapore (Verlag)
978-981-13-9722-6 (ISBN)
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.
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.
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.
| Erscheint lt. Verlag | 26.8.2019 |
|---|---|
| Reihe/Serie | Teacher Education, Learning Innovation and Accountability | Teacher Education, Learning Innovation and Accountability |
| Zusatzinfo | XXII, 271 p. 21 illus., 18 illus. in color. |
| Sprache | englisch |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| Schlagworte | Effective classrooms • effective leadership • Effective teaching practices • Learning and Instruction • Life-long learning attitudes • Need Analysis • out-of-field teaching practices • professional development • professional learning • Professional learning discourses • Professional standards for teachers • Quality Education • Quality teachers • School improvement strategies • Unsuitably qualified |
| ISBN-10 | 981-13-9722-8 / 9811397228 |
| ISBN-13 | 978-981-13-9722-6 / 9789811397226 |
| Haben Sie eine Frage zum Produkt? |
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