Associate Professor Anna Elizabeth Du Plessis

Director, Office for Professional Learning - Academic Board; Faculty of Humanities, Arts, Social Sciences and Education; School of Education

Anna Elizabeth Du Plessis

Phone: +61 2 6773 1126

Mobile: 0448879496

Email: adupless@une.edu.au

Biography

Anna Elizabeth Du Plessis (PhD) is an experienced practitioner whose various research projects have examined educational leadership, professional development for teachers and school leaders’, preservice teachers’ professional experience, beginning teacher workforce and teachers’ lived experiences in relation to out-of-field teaching practices.

Her research interests include teacher education, teachers’ wellbeing, school leadership, healthy school communities as well as micro-education policies.

Qualifications

PhD,  DEd,  GCHEd, MEd, BEd Hon, Adv Dip REM, HED

Awards

SFHEA -2022

Primary Research Area/s

Out-of-field Teaching Phenomenon; Educational Leadership; Education Policy; Early Career Teachers

Research Interests

Beginning Teacher Workforce, Online Mentoring of Out-of-field Teachers

Research Supervision Experience

EdD, MEd, MEPS, PhD

Publications

Books

Du Plessis, A. (2023). A Handbook for Retaining Early Career Teachers: Research-Informed Approaches for School Leaders. New York: Routledge.

Du Plessis, A. (2021). Out-of-Field Teaching and Education Policy: Examining the practice-policy phenomenon. Singapore: Springer.

Du Plessis, A.  (2019). Professional support beyond initial teacher education: Pedagogical Discernment and the influence of out-of-field teaching practices. Singapore: Springer.

Du Plessis, A. (2017). Out-of-field teaching: What leaders should know. Dordrecht, Netherlands: Sense.

Book Chapters

Du Plessis, A., Hobbs, L., Luft, J., & Vale, C. (2019). The teacher context: The importance of the environment and context in supporting TAS teaching. In L. Hobbs & G. Törner (Eds.). Exploring “Teaching out-of-field”: International perspectives on teaching as a non-specialist. Springer.

Hobbs, L., Du Plessis, A., & Quin, F. (2019). Examining the complexity of the TAS teacher experience through different theoretical lenses. In L. Hobbs & G. Törner (Eds.). Exploring “Teaching out-of-field”: International perspectives on teaching as a non-specialist. Springer.

Du Plessis, A. (2018).  Is quality initial teacher education where the music stops? Conceptualising the becoming of a teacher. Lessons from the field. In C. Wyatt-Smith & L. Adie. (Eds.). Teacher Education, Learning Innovation and Accountability. Springer

Research Reports

Hobbs, L., Du Plessis, A., Oates, G., Caldis, S., McKnight, L., Vale, C., O’Connor, M., Rochette, E., Watt, H., Weldon, R., Richardson, P., & Bateup, C. (2022). National Summit on Teaching Out-of-field: Synthesis and Recommendations for Policy, Practice and Research. https://ooftas-collective.squarespace.com/s/TOOF-National-Summit-Report.doc

Pendergast, D., Exley, B., O’Brien, M., Du Plessis, A., Main, K., Anderson, T. (2020). Learning@home WiL Initiative Evaluation. Griffith University: Brisbane.

Wyatt-Smith, C., Du Plessis, A., & Fielding-Wells, J. (2019). Guiding principles for curriculum supports. A report prepared for the Victorian Department of Education and Training. Brisbane, QLD

Du Plessis, A., Hoang, N., Wang, J., Schmidt, A., Mertens, L., Cullinan, M., & Cameron, V. (2018). Invest in the future of education: Building a stable and quality beginning teacher workforce. Critical factors for reform: Evidence from the field. Research Report. Australian Catholic University. Brisbane, QLD: Australia

Wyatt-Smith, C., Du Plessis, A., Wang, J., Hand, K., Alexander, A., & Colbert, P. (2017). Why Choose teaching: A matter of Choice: Evidence from the field. Report. Queensland College of Teachers: Brisbane, Australia.

Articles – Peer Reviewed

Du Plessis, A., Wheeley, E., Klieve, H., & Park, E. (2023). The out-of-field phenomenon: Perceptive consequences and support needs through the lens of graduating second career preservice teachers. Journal of University Teaching & Learning Practices, 20
(1), 9-27.

Pendergast, D., Deagon, J., Du Plessis, A., McManus, S., & Blayney, W. (2023). Out-of-field teaching and Home Economics: Incidence and impacts. Global Insights from the field. International Journal of Home Economics, 15(2).  https://doi.org/10.53761/1.20.01.09

Nakar, S., & Du Plessis, A. (2023). Facing the Dilemma of the Out-of-Field Teaching Phenomenon in Vocational Education and Training (VET).  Vocations and Learning.

Wheeley, E., Klieve, H., Park, E., & Du Plessis, A. (2023). Preservice teachers’ perceptions about Out-of-Field Teaching: Perceived implications for students, teachers, and schools. Australian Journal of Teacher Education.

Du Plessis, A., & Chung, J. (2022). Teacher Preparation and Pedagogical Mobility in the COVID-19 era: Contextual Adjustment and Flexibility While Gaining Professional Experience. (IJHE)

Pendergast, D., McManus, S., Deagon, J., Du Plessis, A. (2022). Teaching out-of-field in Home Economics: A Systematic Quantitative Literature Review. Journal of Home Economics Education Research, 34 (4). https://doi.org/10.19031/jkheea.2022.12.34.4s.37

Du Plessis, A., & McDonagh, K. (2021). Leadership for teacher wellbeing: Managing the effects of out-of-field teaching. International Journal of Educational Research, 106. https://doi.org/10.1016/j.ijer.2020.101724

Alexander, A., Wyatt-Smith, C., & Du Plessis, A. (2020). The role of motivations and perceptions on the retention of in-service teachers. Teaching and Teacher Education, 96(2020), 1-12. doi: 10.1016/j.tate.2020103186

Du Plessis, A., Cullinan, M., Hoang, N., Mertens, L., Roy, K., & Schmidt, A. (2019). The Multilayered Effects of Initial Teacher Education Programs on the Beginning Teacher Workforce and Workplace: Perceptions of Beginning Teachers and their School Leaders. International Journal of Educational Research. doi: 10.1016/j.ijer.2019.09.010

Du Plessis, A., Wang, J., Schmidt, A., Cameron, V., Hoang, N., Mertens, L., & Cullinan, M. (2019). New Lenses to Understand Beginning Teacher Workforce Concerns: Developing and Justifying Scale Items for Measuring Beginning Teachers’ and School Leaders’ Perceptions. International Journal of Educational Research, 98 (2019) 206–223. doi: 10.1016/j.ijer.2019.08.017

Du Plessis, A. (2019). Barriers to the effective management of diversity in classroom contexts: The out-of-field teaching phenomenon. International Journal for Educational Research, 93(2019), 136 - 152. doi: 10.1016/j.ijer.2018.11.002

Du Plessis, A. (2018). The Lived Experience of Out-of-field STEM Teachers: A Quandary for Strategising Quality Teaching in STEM? Research in Science Education. doi: 10.1007/s11165-018-9740-9

Du Plessis, A. (2017). Design and Intervention of an Educational-Leadership program: Student Voice and Agency, Expectations and Internationalization. International Journal of Higher Education, 6 (1), 251-268.

Du Plessis, A., & Sunde, E. (2017) The workplace experiences of beginning teachers in three countries: A message for initial teacher education from the field. Journal of Education for Teaching, 43(2), 132-150.

Du Plessis, A. Carroll, A., & Gillies, R. (2017). The meaning of out-of-field teaching for educational leadership. International Journal of Leadership in Education: Theory and Practice, 20(1), 87-112.

Du Plessis, A. (2016). Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges. International Journal of Educational Research, 79, 42-51.

Du Plessis, A. (2015). Effective education: Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders. International Journal of Educational Research. 72, 89-102. doi: 10.1016/j.ijer.2015.05.005

Du Plessis, A. (2015). Synopsis of thesis: Understanding the out-of-field teaching experience. British Journal of Sociology of Education, 36(5), 815-816.

Du Plessis, A., Carroll, A., & Gillies, R. M. (2015).  Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices. Asia-Pacific Journal of Teacher Education, 43(1): 4-21.

Du Plessis, Anna E., Gillies, Robyn M., & Carroll, A. (2014). Out-of-field teaching and professional development: a transnational investigation across Australia and South Africa. International Journal of Educational Research, 66, 90-102.

Alhamdan, B., Al-Saadi, K., Baroutsis, A., Du Plessis, A., Hamid, O., & Honan, E. (2014). Media representation of teachers across cultures in a globalised world. Comparative Education, 50(4), 490-505.

Steyn, G., & Du Plessis, A. (2007). The implication of the out-of-field phenomenon for effective teaching, quality education and school management. Africa Education Review, 4(2), 144-158.

Full Theses

Du Plessis, A. (2014). Understanding the Out-of-field Teaching Experiences. Unpublished doctoral dissertation. University of Queensland.

Du Plessis, A. (2010). Continuing Professional Development and the Out-of-field phenomenon. Unpublished doctoral dissertation. University of South Africa.

Du Plessis, A. (2005). The Implications of the Out-of-field Phenomenon for School Management. Unpublished Full Master dissertation. University of South Africa.

Blog Publications

Australian Education Union:

Spring 2021 Interviewed: The Australian Educator https://www.aeufederal.org.au/news-media/australian-educator (Spring 2021, page 36 - 37).

Australian Association for Research in Education (AARE):

Du Plessis, A. (February 25, 2019).  Out-of-field teaching is out of control in Australian schools. Here is what’s happening. EduResearch Matters, February 25, 2019. Australian Associations for Research in Education.

Website

Out-of-field teaching phenomenon- https://ooftas-collective.org/toofsummit

Report:

Part A Report: https://ooftas-collective.squarespace.com/s/TOOF-National-Summit-Report.doc

Part B Presentation Summaries: https://ooftas-collective.squarespace.com/s/TOOF-Summaries.pdf

Actions and Recommendations only: https://ooftas-collective.squarespace.com/s/TOOF-ActionsRecommendations.docx

Conferences and Presentations

Invited Keynote Speaking

Australian National Summit. Policy Development and the Out-of-field Phenomenon: What are we Missing? Deakin/Griffith Out-of-field Teaching Annual Summit 2021. (21-23 October 2021). Deakin Burwood campus: LC building/ONLINE

Chitkara University, Punjab. (14 August 2021).  “Teachers’ Closet – Handy Tools for Impactful Teaching”.

Victorian Curriculum and Assessment Authority – Council of Professional Teaching Associations of Victoria Inc. 2021. (February 2021).  Looking beyond ‘the obvious’: A journey to an in-depth understanding of the implications of the out-of-field phenomenon. (VCAA/CPTAV seminar on out-of-field teaching, Council of Professional Teaching Associations Victoria, Monday 29 March 2021, Online)

University of South Africa. January 2019. Preserve teachers, performance and standards.

Gauteng Education Department Special Forum: May 2013 (Johannesburg, South Africa). Continuous professional development: The out-of-field experience and leadership.

University of Bergen: September 2013 (Bergen, Norway). Understanding the lived meaning of out-of-field teaching for school leaders:  The influence on professional development of novice unsuitably qualified teachers

Conference Organisation

Co-Chair: 2021 National Summit for Out-of-field Teaching, Australia, 22 – 23 October 2021. https://ooftas-collective.org/toofsummit

Conference Papers

ATEA Conference (Sydney, Australia), 12-14 July 2023.A Case Study: Investigating the role of relational capital and reciprocity in an online teacher preparation space.  Embracing Partnerships: Leading the Future of Teaching, Learning and Research.

AARE – Conference (Adelaide, Australia), 2022. Innovative Co-construction of Operational Internationalisation in Higher Education: Sustainable Collaborative Online International Learning.

ATEA- conference (Virtual, International), 2022. Home economics and out-of-field teaching.

AARE-conference (Adelaide, Australia) 2022. Key Considerations for planning and operationalising an internationalisation strategy for education collaboration projects.

AARE-conference (Adelaide, Australia) 2022. Operationalisation of internationalisation in higher education: planning and designing authentic and sustainable collaboration and partnerships

AARE-conference (Brisbane, Australia) 2019. Beginning teacher retention: A hard row to hoe?

AARE-conference (Brisbane, Australia) 2019. Are we at wits end with the out-of-field teaching phenomenon? Micro-education policy frameworks as a possible solution.

The European Conference on Educational Research (ECER), (Hamburg, Germany) 2019. The out-of-field teaching phenomenon: Micro-education policies…the missing link. (Abstract accepted).

The European Conference on Educational Research (ECER), (Bolzano, Italy) 2018. The Out-of-field phenomenon's effects on education improvement: A trigger for inclusive or exclusive teaching and Learning environments?

World Education Research Association (WERA) World Congress, (Cape Town, South Africa) 2018. Building a school culture that supports out-of-field teachers: School leaders, STEM and the out-of-field teaching phenomenon.

ECER-Conference (Copenhagen, Denmark) 2017. Position the Out-of-Field Phenomenon: Teacher Performance Standards and Quality Teaching.

ECER-Conference (Copenhagen, Denmark) 2017. Quality Assessment Informs Quality Teaching Practices: Conceptualising the Implications of the out-of-field Phenomenon for Assessment.

ATEA-Conference (Brisbane, Australia) 2017. Preservice teacher and teacher educator representations of performance assessment: Discourse analytic method.

AEA-E Conference (Cyprus) 2016. Quality evidence of initial teacher education programmes: Aligning standards and graduate teachers’ experiences in ever-changing social and political arenas.

ECER-Conference (Dublin, Ireland) 2016. Moving beyond statistical information: Understanding the Meaning Out-of-field Teaching Practices have for Quality and Effective Teaching and Learning Spaces.

AERA and WERA (Washington, USA) 2016. Professional Standards and the effectiveness of teachers: A transnational conceptualisation of out-of-field teaching practices and leaders’ perception.

SAERA Conference 2015 (Bloemfontein, South Africa). Moving beyond statistical information: Understanding the meaning out-of-field teaching practices has for quality and effective teaching and learning environments.

ECER-Conference 2015: 8-11 September (Budapest, Hungary). The Out-of-field Phenomenon: A Wolf in Sheep’s Clothing? Exploring Teaching Practices and Policies Through a Transnational Research Design. Abstract Accepted.

WERA-Conference 2015:8-11 September (Budapest, Hungary). Behind the Scenes of a Worldwide Issue...A Transnational Research Design: Complexities of the Multilayered Out-of-field Phenomenon. Abstract Accepted

TAS-Symposium 2015: 8-11 September (Budapest, Hungary). Research On Teaching Practices And Beliefs Of Out-Of-Field Teachers. Abstract Accepted.

AARE-conference 2014: 1-4 December (Brisbane, Australia). Out-of-field teacher placements: An unresolved global concern influencing teacher quality and improvement strategies?

APERA-conference 2014: 18 -21 November (Hong Kong). Teaching outside fields of qualifications is a global concern: Educational leaders’ perceptions and management of the phenomenon.

ECER-conference 2014: 3-5 September (Porto, Portugal). I am new, you are the boss … where are we going? A transnational investigation of school leaders and beginner teachers in complex teaching situations.

1st TAS-Collective Symposium 2014: 31 August 2014 (Porto, Portugal). Out-of-field teaching practices: An unresolved global concern influencing teacher quality and effective classrooms pedagogies.

SAERA –conference 2014: 13-15 Augustus (Durban, South Africa). The meaning out-of-field teaching has for economic growth, social justice and effective educational leadership.

EASA-conference 2014: 12-15 January 2014 (Golden Gate, South Africa).  A transnational investigation of the lived meaning out-of-field teaching has for the interrelationship between school leadership and effective professional development.

Europe Conference on Education Research, ECER: September 2013 (Istanbul, Turkey). The interrelationship between school leaders’ perceptions and lived experiences of novice out-of-field teachers across two cultures.

Gauteng Education Department Special Forum: May 2013 (Johannesburg, South Africa). Continuous professional development: The out-of-field experience and leadership.

World Education Research Association, WERA: December 2012 (Sydney, Australia). A phenomenological exploration: Experiences of novice teachers in out-of-field positions across cultures.

Australian Association for Research in Education, AARE: December 2012 (Sydney, Australia). The implications of the out-of-field phenomenon for effective behaviour management: a global concern.

Europe Conference on Education Research, ECER: September 2012 (Cadiz, Spain). The implications of the out-of-field phenomenon for teacher quality and effectiveness: Real-life experiences across cultures.

Post Graduate Conference, PGC (The University of Queensland): August 2012 (Brisbane, Australia). The out-of-field phenomenon and the school community: Experiences of parents and colleagues across cultures.

8th International Conference of Education, ICE: July 2012 (Samos, Greece). The implications of the out-of-field phenomenon for effective educational leadership.

Post Graduate Conference, PGC (The University of Queensland): August 2011 (Brisbane, Australia). The out-of-field phenomenon: A literature review.

Memberships

ACEL, AARE, IEAA

Consultancy Interests

Curriculum Development, Teacher Performance Assessment, Educational Leadership

Further Information

https://scholar.google.com.au/scholar?hl=en&as_sdt=0%2C5&q=anna+du+plessis&oq=a