Following a substantial career as an Education Practitioner, teaching across different international systems and curriculum frameworks, Anna Du Plessis made the decision to pursue a research career while teaching in part-time positions. She completed a Doctorate in Education Leadership in 2010, focusing on the implications of the out-of-field teaching phenomenon for professional development programmes, and entered academia full-time later in the same year to complete her PhD, which explored the lived meaning of out-of-field teaching practices for quality education, with a specific focus on educational leadership and teaching pedagogies.

• Part I Introduction to Professional Support Considerations.- 1 Education Quality, ITE and Further Professional Support Cultivating Pedagogical Thoughtfulness.- 2 A Context-conscious Theoretical Framing of the Teaching Space.- 3 School Leaders and Professional Support: The Cannas Leadership Model.- 4 The 'Footprint' of Initial Teacher Education: Influencing the Workplace and Beyond.- Part II From ITE to the Workplace.- 5 The Meaning of Complex Teaching Contexts for Support Approaches.- 6 Organisational Culture's Impact on Professional Opportunities and Teaching Quality.- 7 Modalities of Professional Support and their Impact.- 8 The Way Forward.

Following a substantial career as an Education Practitioner, teaching across different international systems and curriculum frameworks, Anna Du Plessis made the decision to pursue a research career while teaching in part-time positions. She completed a Doctorate in Education Leadership in 2010, focusing on the implications of the out-of-field teaching phenomenon for professional development programmes, and entered academia full-time later in the same year to complete her PhD, which explored the lived meaning of out-of-field teaching practices for quality education, with a specific focus on educational leadership and teaching pedagogies.

• Part I Introduction to Professional Support Considerations.- 1 Education Quality, ITE and Further Professional Support Cultivating Pedagogical Thoughtfulness.- 2 A Context-conscious Theoretical Framing of the Teaching Space.- 3 School Leaders and Professional Support: The Cannas Leadership Model.- 4 The 'Footprint' of Initial Teacher Education: Influencing the Workplace and Beyond.- Part II From ITE to the Workplace.- 5 The Meaning of Complex Teaching Contexts for Support Approaches.- 6 Organisational Culture's Impact on Professional Opportunities and Teaching Quality.- 7 Modalities of Professional Support and their Impact.- 8 The Way Forward.

Following a substantial career as an Education Practitioner, teaching across different international systems and curriculum frameworks, Anna Du Plessis made the decision to pursue a research career while teaching in part-time positions. She completed a Doctorate in Education Leadership in 2010, focusing on the implications of the out-of-field teaching phenomenon for professional development programmes, and entered academia full-time later in the same year to complete her PhD, which explored the lived meaning of out-of-field teaching practices for quality education, with a specific focus on educational leadership and teaching pedagogies.

• Part I Introduction to Professional Support Considerations.- 1 Education Quality, ITE and Further Professional Support Cultivating Pedagogical Thoughtfulness.- 2 A Context-conscious Theoretical Framing of the Teaching Space.- 3 School Leaders and Professional Support: The Cannas Leadership Model.- 4 The 'Footprint' of Initial Teacher Education: Influencing the Workplace and Beyond.- Part II From ITE to the Workplace.- 5 The Meaning of Complex Teaching Contexts for Support Approaches.- 6 Organisational Culture's Impact on Professional Opportunities and Teaching Quality.- 7 Modalities of Professional Support and their Impact.- 8 The Way Forward.