Out-of-Field Teaching and Education Policy

Plessis, Anna Elizabeth Du

doi:10.1007/978-981-15-1948-2

Cited by 5 publications

(2 citation statements)

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“…The context-conscious understanding development theory (C-CUD) is a comprehensive theoretical framework for the search for deeper understanding while embracing the value of noticing and respecting the influence of context (Du Plessis, 2019 [22]; 2020 [23]; 2021 [24]; 2023 [16]). The appreciation of the challenges and needs within unique contexts is captured through a context-conscious understanding development (C-CUD) theoretical framework (Du Plessis, 2019 [22]).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness: An International Study

Du Plessis,

Dreyer

2024

Education Sciences

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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 of an in-depth understanding of the challenges encountered in ITE programs. These programs are frequently criticized for the quality of preparation of prospective teachers for teaching. Teacher preparedness, high expectations, targeted support, leadership awareness, and wellbeing lived experiences are concerns that if left unresolved over an extended period, will influence the confidence of preservice and beginning teachers, with implications for their career decisions. This qualitative study involved preservice and beginning teachers (n = 151) and their mentors (n = 123) from South Africa, as well as preservice and beginning teachers (n = 144) and school leaders (n = 763) from Australia. The research design was based on the context-conscious understanding development (C-CUD) theory, as a comprehensive theory to support the reflecting awareness of the context impact on preservice and beginning teachers. The findings unveil preservice and beginning teachers’ perceptions about lived experiences during professional learning and the perceived gap between theory and practice. In addition, the findings highlight expectations based on teacher standards and classroom challenges, as well as the realities teachers encounter even before entering the workforce and how these could be overcome.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness: An International Study

Du Plessis,

Dreyer

2024

Education Sciences

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“…A lack of provision of optimal adjustments might cause a student with disability to not receive the support they are legally entitled to, and they might be deprived of the quality of education provided to their peers. Therefore, teachers require a sound knowledge of pedagogical positions and the capacity to adjust, adopt, and enact pedagogies with a context-consciousness, which is conceptualized as pedagogical mobility [10] to meet student learning needs.…”

Section: Introductionmentioning

confidence: 99%

A Case Study of Effective Classroom Assessment Adjustments for a Student with Disability: The Role of Teacher Pedagogical Mobility in Assessment Adjustments

Razmjoee,

Cumming,

Wyatt-Smith

2023

Education Sciences

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This study investigated how teachers’ pedagogical mobility influences classroom assessment adjustments to support mathematics achievement for a student with disability. Structured and semi-structured surveys and artefacts associated with the student’s mathematics assessment tasks for two Terms were used. Data were analyzed using qualitative inductive analysis. A scribe, a different place for the examination, and extra time were the adjustments provided for two mathematics assessment tasks. The results showed that in Term 1, the scribe’s lack of familiarity with discipline knowledge in terms of mathematics terminology resulted in a low mathematics outcome. However, in Term 2, when the student had access to an appropriately knowledgeable scribe, mathematics achievement improved. The implications of these findings for future research and practice are discussed.

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