Professional support beyond initial teacher education: Pedagogical Discernment and the influence of out-of-field teaching practices

Anna Elizabeth Du Plessis

doi:10.1007/978-981-13-9722-6

Professional support beyond initial teacher education: Pedagogical Discernment and the influence of out-of-field teaching practices

Anna Elizabeth Du Plessis

School of Education

Research output: Book/Report › Book › Research › peer-review

Abstract

Shares and assesses the real-life experiences of teachers and school leaders in relation to professional learning and development Provides an in-depth analysis of issues surrounding professional learning and development in a range of schools and other education settings Assesses support policies and professional learning opportunities for teachers in complex teaching positions

Original language	English
Place of Publication	Singapore
Publisher	Springer
Edition	1
ISBN (Print)	9789811397219, 9789811397240, 9789811397226
DOIs	https://doi.org/10.1007/978-981-13-9722-6
Publication status	Published - 26 Aug 2019

Publication series

Name	Teacher Education, Learning Innovation and Accountability
ISSN (Electronic)	2524-5570

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10.1007/978-981-13-9722-6

https://hdl.handle.net/1959.11/57033

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Professional support beyond initial teacher education: Pedagogical Discernment and the influence of out-of-field teaching practices

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