Out-of-Field Teaching and Education Policy

Following a substantial career as an education practitioner with experience teaching across different international systems and curriculum frameworks, Anna Du Plessis completed a doctorate in Education Leadership in 2010, focusing on professional development programs for out-of-field teachers. She entered academia full-time later the same year to pursue a research and teacher educator career at tertiary level. Her research explores the lived meaning of out-of-field teaching practices for quality education, with a specific focus on educational leadership and teaching pedagogies.

• 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?.