Anna Du Plessis
Biographic Data
| ID | 4086233 |
|---|---|
| NAME | Anna Du Plessis |
| GIVEN NAMES | Anna |
| FAMILY NAME | Du Plessis |
| SIGNATURE | DU PLESSIS A |
| AFFILIATIONS | University of New England |
| ORCID | 0000-0002-4597-7232 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The promise of a strong beginning and the reality of pre-service teachers’ professional experience learning
The current focus on the quality of initial teacher education and effective preparation for the teaching profession requires an in-depth understanding of the challenges during professional experience placements. This qualitative study examined the perceptions of 179 pre-service teachers’ challenges prior to and during their professional experience placements. The online survey data were thematically analysed. The findings highlight challenges dur…
Pre-Service Teacher perceptions of Professional Experience in Australia
Over the past decade in Australia, there has been increasing challenge around Pre-Service Teachers (PSTs) being exposed to quality learning experiences during Professional Experience (PE). The recognition of challenges relevant to PE has been reported globally through international and national education bodies, and the Australian Government, but the voice of PSTs has been mostly absent in these reports. The aim of this study was to search the Au…
Barriers to Preservice Teachers’ Engagement During Professional Experience Placement Through the Lens of Industry Partners
Professional experience placements are fundamental to the preparation of preservice teachers. The purpose of this pilot study is to explore the barriers supervising teacher experience in the classroom to offer quality guidance to preserve teachers’ learning during professional experience. The sociocultural theoretical framing of the study supports a deeper understanding of the data collected from 99 participants, supervising teachers and placemen…
Examining attributes of preservice teachers’ vulnerability
In this mixed methods study, the attributes of vulnerability experienced by pre-service teachers (PSTs) enrolled in professional experience placement units were examined. The study’s theoretical framing involved a context-conscious understanding of PSTs’ applied pedagogical content knowledge, which underpinned the identification of key attributes of their vulnerability. Participating PSTs’ vulnerability during their professional experiences was i…
Investigating the perceptions of self‐efficacy of in‐field and out‐of‐field home economics teachers
Out‐of‐field teaching is a strategy employed to address global teacher shortages. This study compares Australian in‐field and out‐of‐field teacher effectiveness perceptions when teaching home economics. An online survey (N = 194) identified statistically significant findings that negatively impact the subject, teachers, and students: in‐field teachers report they are more effective than out‐of‐field teachers, while out‐of‐field teachers claim the…
Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness
A stable teacher workforce is developed through a combination of quality preparation and tailored support. This study offers different lenses for the development of an in-depth understanding of professional experiences and the implications of professional experiences for initial teacher education (ITE) and early career teachers across international borders. In a globalized education environment, transnational research facilitates the acquisition …
Challenges for Pedagogical Effectiveness in an Ever-Changing Education Landscape
The challenges to maintaining pedagogical effectiveness in an ever-changing education landscape not only turn focus on the professional development of teachers and their teaching practices but also emphasise the preparation of pre-service teachers and their skill development to practice pedagogical flexibility and mobility while focusing on context-consciousness [...]
The out-of-field phenomenon and leadership for wellbeing
This research shows that the out-of-field teaching phenomenon tilts teachers’ dispositions toward a pattern of observable challenges for their wellbeing, confidence, feelings of belonging and self-efficacy. This paper unveils how the out-of-field phenomenon influences not only teachers’ wellbeing but also students’ wellbeing and school leaders’ effectiveness. This cross-national phenomenological research involves a developed and a developing coun…
The multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace
The role of motivations and perceptions on the retention of inservice teachers
This article addresses the characteristics, motivations and perceptions of teachers regarding retention. The participants were practicing teachers in Australia. The survey included the Factors Influencing Teaching Choice (FIT-Choice) scale, previously used with preservice teachers. The results show that: i) teacher motivations are related to self-perceptions in teaching children/adolescents in the community, ii) threatened by negative social perc…
Media representation of teachers across five countries
This paper reports on an investigation into the representation of teachers in newspapers in five countries. An innovative methodology was used to develop a method of inquiry that supports a deeper understanding of media representations of teachers which can also be used by other researchers in comparative education. The paper explores relevant literature on teachers' work and media studies, and describes the decisions made about the selection of …
The role of motivations and perceptions on the retention of inservice teachers
This article addresses the characteristics, motivations and perceptions of teachers regarding retention. The participants were practicing teachers in Australia. The survey included the Factors Influencing Teaching Choice (FIT-Choice) scale, previously used with preservice teachers. The results show that: i) teacher motivations are related to self-perceptions in teaching children/adolescents in the community, ii) threatened by negative social perc…
Media representation of teachers across five countries
This paper reports on an investigation into the representation of teachers in newspapers in five countries. An innovative methodology was used to develop a method of inquiry that supports a deeper understanding of media representations of teachers which can also be used by other researchers in comparative education. The paper explores relevant literature on teachers' work and media studies, and describes the decisions made about the selection of …
Media representation of teachers across five countries
This paper reports on an investigation into the representation of teachers in newspapers in five countries. An innovative methodology was used to develop a method of inquiry that supports a deeper understanding of media representations of teachers which can also be used by other researchers in comparative education. The paper explores relevant literature on teachers' work and media studies, and describes the decisions made about the selection of …
The multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace
The role of motivations and perceptions on the retention of inservice teachers
This article addresses the characteristics, motivations and perceptions of teachers regarding retention. The participants were practicing teachers in Australia. The survey included the Factors Influencing Teaching Choice (FIT-Choice) scale, previously used with preservice teachers. The results show that: i) teacher motivations are related to self-perceptions in teaching children/adolescents in the community, ii) threatened by negative social perc…
The out-of-field phenomenon and leadership for wellbeing
This research shows that the out-of-field teaching phenomenon tilts teachers’ dispositions toward a pattern of observable challenges for their wellbeing, confidence, feelings of belonging and self-efficacy. This paper unveils how the out-of-field phenomenon influences not only teachers’ wellbeing but also students’ wellbeing and school leaders’ effectiveness. This cross-national phenomenological research involves a developed and a developing coun…
Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness
A stable teacher workforce is developed through a combination of quality preparation and tailored support. This study offers different lenses for the development of an in-depth understanding of professional experiences and the implications of professional experiences for initial teacher education (ITE) and early career teachers across international borders. In a globalized education environment, transnational research facilitates the acquisition …
Challenges for Pedagogical Effectiveness in an Ever-Changing Education Landscape
The challenges to maintaining pedagogical effectiveness in an ever-changing education landscape not only turn focus on the professional development of teachers and their teaching practices but also emphasise the preparation of pre-service teachers and their skill development to practice pedagogical flexibility and mobility while focusing on context-consciousness [...]
Barriers to Preservice Teachers’ Engagement During Professional Experience Placement Through the Lens of Industry Partners
Professional experience placements are fundamental to the preparation of preservice teachers. The purpose of this pilot study is to explore the barriers supervising teacher experience in the classroom to offer quality guidance to preserve teachers’ learning during professional experience. The sociocultural theoretical framing of the study supports a deeper understanding of the data collected from 99 participants, supervising teachers and placemen…
Examining attributes of preservice teachers’ vulnerability
In this mixed methods study, the attributes of vulnerability experienced by pre-service teachers (PSTs) enrolled in professional experience placement units were examined. The study’s theoretical framing involved a context-conscious understanding of PSTs’ applied pedagogical content knowledge, which underpinned the identification of key attributes of their vulnerability. Participating PSTs’ vulnerability during their professional experiences was i…
Investigating the perceptions of self‐efficacy of in‐field and out‐of‐field home economics teachers
Out‐of‐field teaching is a strategy employed to address global teacher shortages. This study compares Australian in‐field and out‐of‐field teacher effectiveness perceptions when teaching home economics. An online survey (N = 194) identified statistically significant findings that negatively impact the subject, teachers, and students: in‐field teachers report they are more effective than out‐of‐field teachers, while out‐of‐field teachers claim the…
The promise of a strong beginning and the reality of pre-service teachers’ professional experience learning
The current focus on the quality of initial teacher education and effective preparation for the teaching profession requires an in-depth understanding of the challenges during professional experience placements. This qualitative study examined the perceptions of 179 pre-service teachers’ challenges prior to and during their professional experience placements. The online survey data were thematically analysed. The findings highlight challenges dur…
Pre-Service Teacher perceptions of Professional Experience in Australia
Over the past decade in Australia, there has been increasing challenge around Pre-Service Teachers (PSTs) being exposed to quality learning experiences during Professional Experience (PE). The recognition of challenges relevant to PE has been reported globally through international and national education bodies, and the Australian Government, but the voice of PSTs has been mostly absent in these reports. The aim of this study was to search the Au…
Teacher Education and Leadership Studies (9 works) · Pedagogy (7 works) · Professional development (7 works) · Psychology (7 works) · Perception (6 works) · Sociology (6 works) · Political science (5 works) · Mathematics education (4 works) · Qualitative research (4 works) · Early Childhood Education and Development (3 works)