Dr Anna Du Plessis - Institute for Learning Sciences & Teacher Education (Faculty of Education and Arts)
Fully accredited supervisor - Can supervise as principal supervisor
Anna Elizabeth du Plessis Phd, completed her studies at the University of Queensland and is currently a Research Fellow at the Institute for Learning Sciences and Teacher Education, Brisbane, Australia. She has 26 years of teaching experience in different countries of which 8 years were in school leadership. Her research projects investigate teaching workforce challenges. She completed extensive research on the out-of-field teaching phenomenon and the implications it has for quality education, professional development of teachers, school leadership styles and classroom pedagogies. She has a specific interest in the preparation and preparedness of teachers for the complex challenges they experience within the teaching profession. Her research studies employ mixed methods and qualitative investigations with a focus on in-depth understanding of lived experiences (students, parents, school leaders and teachers) within school and classroom contexts. Her current research project focuses on beginning teachers, especially on their well-being, career decisions, working environment and their access to tailored support. Her research informs teacher workforce planning, strategies and decision-making.
|:||Staff Directory ProfilePersonal Website|
- Understanding teaching workforce issues: The implications of teacher appointments, retention, and attrition rates for quality education and improvement plans (PhD) (Principal Supervisor)
- Why do people choose teaching as a career? (PhD) (Co-Supervisor)
- Curriculum Innovation???Assessment: Independent Schools Queensland (PhD) (Co-Supervisor)
The teacher context: The importance of the environment and context in supporting TAS teaching, in Exploring ???Teaching out-of-field???: International perspectives on teaching as a non-specialist. Springer.
Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon., in International Journal of Educational Research. doi; 10.1016/j.ijer.2018.11.002
The Lived Experience of Out-of-field STEM Teachers: A Quandary for Strategising Quality Teaching in STEM?, in Research in Science Education. doi: 10.1007/s11165-018-9740-9
Is quality initial teacher education where the music stops? Conceptualising the becoming of a teacher. Lessons from the field., in Teacher Education, Learning Innovation and Accountability. Springer
Design and Intervention of an Educational-Leadership program: Student Voice and Agency, Expectations and Internationalization., in International Journal of Higher Education, 6 (1), 251-268.
The meaning of out-of-field teaching for educational leadership., in International Journal of Leadership in Education: Theory and Practice, 20(1), 87-112.
The workplace experiences of beginning teachers in three countries: A message for initial teacher education from the field. , in Journal of Education for Teaching, 43(2), 132-150.
Why Choose teaching: A matter of Choice: Evidence from the field. Report., in Report. Queensland College of Teachers: Brisbane, Australia.
Out-of-field teaching: What leaders should know., in Sense Publishers
Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges., in International Journal of Educational Research, 79, 42-51.