Full Description
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.
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.
