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Outof-field teaching and education p...

Du Plessis, Anna Elizabeth.

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Outof-field teaching and education policy = international micro-education policy /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Outof-field teaching and education policy/ by Anna Elizabeth Du Plessis.
Reminder of title:	international micro-education policy /
Author:	Du Plessis, Anna Elizabeth.
Published:	Singapore :Springer Singapore : : 2020.,
Description:	xxv, 357 p. :ill., digital ;24 cm.
[NT 15003449]:	1 Connecting the Dots: Policy Development and the Out-of-field Teaching Reality in Education -- 2 Context-Conscious Understanding -- 3 Attention to the Numbers -- 4 The Realities Beyond the Numbers: The Policy-Pedagogy Relationship -- 5 Are Out-of-field Teachers and their Leaders Let Down by Policies? Policy Impact Matters! -- 6 Teacher and Student Wellbeing: The Policy Link -- 7 Policies to Build a Strong, Quality and Stable Teaching Workforce: In Spite of -- 8 Being in the Out-of-field Context: How It Influences the Validation of Policies -- 9 The Wider School Community, the Out-of-Field Phenomenon, and Education Improvement Policies -- 10 Rethinking Policies: The Balancing Act of Building a Stable Workforce and Improving Teachers' Capacity on an Educational Budget -- 11 Policy Development: A Process of Reflection, Engagement and Insurance?.
Contained By:	Springer eBooks
Subject:	Education and state. -
Online resource:	https://doi.org/10.1007/978-981-15-1948-2
ISBN:	9789811519482

Outof-field teaching and education policy = international micro-education policy /
Du Plessis, Anna Elizabeth.

Outof-field teaching and education policyinternational micro-education policy /[electronic resource] :by Anna Elizabeth Du Plessis. - Singapore :Springer Singapore :2020. - xxv, 357 p. :ill., digital ;24 cm.

1 Connecting the Dots: Policy Development and the Out-of-field Teaching Reality in Education -- 2 Context-Conscious Understanding -- 3 Attention to the Numbers -- 4 The Realities Beyond the Numbers: The Policy-Pedagogy Relationship -- 5 Are Out-of-field Teachers and their Leaders Let Down by Policies? Policy Impact Matters! -- 6 Teacher and Student Wellbeing: The Policy Link -- 7 Policies to Build a Strong, Quality and Stable Teaching Workforce: In Spite of -- 8 Being in the Out-of-field Context: How It Influences the Validation of Policies -- 9 The Wider School Community, the Out-of-Field Phenomenon, and Education Improvement Policies -- 10 Rethinking Policies: The Balancing Act of Building a Stable Workforce and Improving Teachers' Capacity on an Educational Budget -- 11 Policy Development: A Process of Reflection, Engagement and Insurance?.

This book focuses on the elusive out-of-field teaching phenomenon and its direct effects on quality education globally. Based on the experiences and concerns of teachers and school leaders, it investigates the phenomenon's impact on everyday teaching and school practices, and offers insights into the challenges that out-of-field teachers face in maintaining their role as the "knowledgeable counterpart" in their teaching and learning environments. In this frame, it also highlights the often-overlooked importance of initial teacher education and its preparation of prospective teachers for employment in complex school contexts, subjects or year levels. The book emphasises the need to develop specific policy strategies to effectively address the global implications of out-of-field teaching, and explores the potential of micro-education policies as targeted support resources for teachers in these challenging positions. Through this new policy lens, which renegotiates the discourse of education policy as a quality education improvement framework, the book offers readers a comprehensive understanding of the urgent need for policy to uphold all stakeholders involved in these unique and complex environments. Accordingly, the book is a valuable resource for academic advisors, decision-makers, policy-makers, and educational and school leaders in developing new approaches to improving school outcomes that promote the retention of teachers for a strong and stable teaching workforce.

ISBN: 9789811519482

Standard No.: 10.1007/978-981-15-1948-2doiSubjects--Topical Terms:

525456
Education and state.

LC Class. No.: LC71 / .D875 2020

Dewey Class. No.: 379

Outof-field teaching and education policy = international micro-education policy /
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245 1 0 $a Outof-field teaching and education policy $h [electronic resource] : $b international micro-education policy / $c by Anna Elizabeth Du Plessis.
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505 0 $a 1 Connecting the Dots: Policy Development and the Out-of-field Teaching Reality in Education -- 2 Context-Conscious Understanding -- 3 Attention to the Numbers -- 4 The Realities Beyond the Numbers: The Policy-Pedagogy Relationship -- 5 Are Out-of-field Teachers and their Leaders Let Down by Policies? Policy Impact Matters! -- 6 Teacher and Student Wellbeing: The Policy Link -- 7 Policies to Build a Strong, Quality and Stable Teaching Workforce: In Spite of -- 8 Being in the Out-of-field Context: How It Influences the Validation of Policies -- 9 The Wider School Community, the Out-of-Field Phenomenon, and Education Improvement Policies -- 10 Rethinking Policies: The Balancing Act of Building a Stable Workforce and Improving Teachers' Capacity on an Educational Budget -- 11 Policy Development: A Process of Reflection, Engagement and Insurance?.
520 $a This book focuses on the elusive out-of-field teaching phenomenon and its direct effects on quality education globally. Based on the experiences and concerns of teachers and school leaders, it investigates the phenomenon's impact on everyday teaching and school practices, and offers insights into the challenges that out-of-field teachers face in maintaining their role as the "knowledgeable counterpart" in their teaching and learning environments. In this frame, it also highlights the often-overlooked importance of initial teacher education and its preparation of prospective teachers for employment in complex school contexts, subjects or year levels. The book emphasises the need to develop specific policy strategies to effectively address the global implications of out-of-field teaching, and explores the potential of micro-education policies as targeted support resources for teachers in these challenging positions. Through this new policy lens, which renegotiates the discourse of education policy as a quality education improvement framework, the book offers readers a comprehensive understanding of the urgent need for policy to uphold all stakeholders involved in these unique and complex environments. Accordingly, the book is a valuable resource for academic advisors, decision-makers, policy-makers, and educational and school leaders in developing new approaches to improving school outcomes that promote the retention of teachers for a strong and stable teaching workforce.
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