rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Professional Support Beyond Initial Teacher Education
    sub title: Pedagogical Discernment and the Influence of Out-of-Field Teaching Practices
  name:
    name part: Du Plessis, Anna Elizabeth.
    role:
      role term: creator
    role:
      role term: author.
    role:
      role term: aut
    role:
      role term: http://id.loc.gov/vocabulary/relators/aut
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: si
    date issued: 2019
    edition: 1st ed. 2019.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XXII, 271 p. 21 illus., 18 illus. in color. online resource.
  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. 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 understan…
  table of contents: Part I Introduction to Professional Support Considerations -- 1 Education Quality, ITE and Further Professional Support Cultivating Pedagogical Thoughtfulness -- 2 A Context-conscious Theoretical Framing of the Teaching Space -- 3 School Leaders and Professional Support: The Cannas Leadership Model -- 4 The 'Footprint' of Initial Teacher Education: Influencing the Workplace and Beyond -- Part II From ITE to the Workplace -- 5 The Meaning of Complex Teaching Contexts for Support Approaches -- 6 Organisational Culture's Impact on Professional Opportunities and Teaching Quality -- 7 Modalities of Professional Support and their Impact -- 8 The Way Forward.
  note: by Anna Elizabeth Du Plessis.
  subject:
    topic: Teaching
  subject:
    topic: Professional education
  subject:
    topic: Vocational education
  subject:
    topic: Learning
  subject:
    topic: Instruction
  subject:
    topic: Educational policy
  subject:
    topic: Education and state
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: Professional & Vocational Education
  subject:
    topic: Learning & Instruction
  subject:
    topic: Educational Policy and Politics
  classification: LB1024.2-1050.75
  classification: LB1705-2286
  classification: 370.711
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Teacher Education, Learning Innovation and Accountability
  identifier: 9789811397226
  identifier: https://doi.org/10.1007/978-981-13-9722-6
  record info:
    record creation date: 190826
    record change date: 20191023172147.0
    record identifier: 978-981-13-9722-6