Anna Elizabeth Du Plessis
Biographic Data
| ID | 9630531 |
|---|---|
| NAME | Anna Elizabeth Du Plessis |
| GIVEN NAMES | Anna Elizabeth |
| FAMILY NAME | Du Plessis |
| SIGNATURE | DU PLESSIS A E |
| AFFILIATIONS | School of Education, The University of New England, Armidale 2350, Australia |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
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…
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 multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace
No prominent works on this page.
The multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace
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 [...]
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…
Teacher Education and Leadership Studies (3 works) · Mathematics education (2 works) · Pedagogy (2 works) · Perception (2 works) · Professional development (2 works) · Psychology (2 works) · Consciousness (1 work) · Early Childhood Education and Development (1 work) · Educational and Psychological Assessments (1 work) · Educational Environments and Student Outcomes (1 work)