Publications

Books

Du Plessis, A. (2023)

A Handbook for Retaining Early Career Teachers: Research-Informed Approaches for School Leaders. New York: Rutledge.

Du Plessis, A. (2021)

Out-of-Field Teaching and Education Policy: International Micro-education Policy. 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 need to know. Dordrecht, Netherlands: Sense.

Book Chapters

Du Plessis, A., van aswegen, E.C., Iwers, T., Choy, S., (2024 - in development).

Key Considerations for planning and operationalising an internationalisation strategy for education collaboration projects.

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

Journal Papers

*Pendergast, D., McManus, S., Du Plessis, A., & Deagon, J. (To be submitted 2024). A comparison of in-field an out-of-field teachers beliefs about teacher effectiveness. Teaching and Teacher Education.

*Wade, C., Mavin, T., & Du Plessis, A. (In Development). Understanding the lived experience of school leaders in a culture of heightened consumerism. Educational Management Administration & Leadership.

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.

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. 2023 -12.

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.

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).

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).

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

Du Plessis, A., & McDonagh, K. (2021). Leadership for teacher wellbeing: Managing the effects of out-of-field teaching. International Journal for Educational Research, 106.

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.

Du Plessis, A., Cullinan, M., Hoang, N., Mertens, L., Roy, K., Schmidt, A., Gramotnev, D. & Gramotnev, G. (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 for Educational Research.

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 for Educational Research.

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. (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. (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.

Theses

Du Plessis, A. (2014). Understanding the out-of-field teaching experience. (PhD Thesis). School of Education, The University of Queensland, http://espace.library.uq.edu.au/view/UQ:330372. 

Du Plessis, A. (2010). Continuing professional development and the out of field phenomenon: The implications for school management. (Doctoral dissertation). The University of South Africa: Pretoria.

Du Plessis, A. (2005). The implication of the out-of-field phenomenon for school management. (Master’s dissertation). The University of South Africa: Pretoria. 

Research Reports

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. Unpublished Research Report. Australian Catholic University, ACU, Australia, QLD, Brisbane.

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.

Peer Reviewed Conference Papers

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

AARE-conference (Brisbane, Australia) 2019. Beginning teacher retention - A hard row to hoe? Strategic stabilisation of the beginning teacher workforce.

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.

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

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

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

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

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

Wyatt-Smith, C., & Du Plessis, A. (2016, November). Quality evidence of initial teacher education programmes: Aligning standards and graduate teachers’ experiences in ever-changing social and political arenas. AEA-E Conference 2016: November (Cyprus).

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

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

Du Plessis, A. (2015, November). Out-of-field teaching: More than statistics. AARE-conference, Perth. lia.

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

Du Plessis, A. (2015, September). The out-of-field phenomenon: A wolf in sheep’s clothing? Exploring teaching practices and policies through a transnational research design. ECER-Conference, Budapest, Hungary.

Du Plessis, A. (2015, September). Behind the scenes of a worldwide issue...A transnational research design: Complexities of the multilayered out-of-field phenomenon. ECER-Conference, Budapest, Hungary.

Du Plessis, A. (2015, September). Research on teaching practices and beliefs of out-of-field teachers. TAS-Symposium, Budapest, Hungary.

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

Du Plessis, A. (2014, May). Teaching outside fields of qualifications is a global concern: Educational leaders’ perceptions and management of the phenomenon. APERA-conference, Hong Kong.

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

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

Du Plessis, A. (2014, August). The meaning out-of-field teaching has for economic growth, social justice and effective educational leadership. SAERA –conference, Durban, South Africa.

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

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

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

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

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

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

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

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

Book Reviews

Du Plessis, A. (2016) Book Review: The “Reason” of Schooling: Historicizing Curriculum Studies, Pedagogy, and Teacher Education. The Curriculum Journal. http://dx.doi.org/10.1080/09585176.2016.1168675.

Awards

2018, Vice-Chancellor’s Staff Excellence Medal Winner: Excellence in research and research partnerships

2018, Vice-Chancellor’s Certificate Winner: Excellence in research and research partnerships

2018, LSIA ECR Excellence in Research Recognition Award. This award is in recognition of a strong track record in publications and grants. 

2017, LSIA ECR Excellence in Research Recognition Award. This award is in recognition of a strong track record in publications and grants. 

2014, August 19. Australia Council for Educational Leaders, Queensland. Research Excellence in Educational Leadership and Management Award.

2014, The University of Queensland, Graduate School of Research - Dean’s Award for Outstanding Research Higher Degree Theses, 2014. Fewer than 10% of PhD graduates are recognised this way. 

2005 Cum laude Award for Master of Education Degree with Full Dissertation