Anna Elizabeth Du Plessis

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Associate Professor

University of New England

Australia

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About

Dr. Anna Elizabeth Du Plessis is an Associate Professor at The University of New England, Australia. Her research primarily focuses on the experiences and perceptions of pre-service teachers, particularly related to out-of-field teaching and pedagogical effectiveness. Recent publications explore topics such as self-efficacy in home economics education, pedagogical mobility, and the challenges faced in vocational education and training.

Recent Grants

Grant: Close

Understanding teaching workforce issues: The implications of teacher appointments, retention, and attrition rates for quality education and improvement plans

Open Date: 2017-01-01

Close Date: 2018-12-01

Grant: Close

Graduate Teacher Performance Assessment (GTPA) Standards Project

Open Date: 2017-01-01

Close Date: 2018-12-01

Grant: Close

TPA National Expert Panel - AITSL

Open Date: 2017-01-01

Close Date: 2017-01-01

Grant: Close

Curriculum Innovation - Assessment

Open Date: 2016-01-01

Close Date: 2016-01-01

Grant: Close

A collaborative pilot study: Investigating the implementation of the Graduate Teacher Performance assessment (GTPA) task in partnership with QCT, ILSTE and four Queensland universities

Open Date: 2016-01-01

Close Date: 2016-01-01

Articles (13)

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2025

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2025

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2024

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2024

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2023

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2023

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2023

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2022

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2022

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2021

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2020

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2020

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2020

Collaborators (2)

Elizabeth Wheeley

Lecturer

University of the Sunshine Coast

AUSTRALIA

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Eunjae Park

Lecturer

Griffith University

AUSTRALIA

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Anna Elizabeth Du Plessis

Research Interests

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Contact this professor

About

Recent Grants

Articles (13)

The promise of a strong beginning and the reality of pre-service teachers’ professional experience learning: understanding the lived experiences of pre-service teachers preparing for teaching

Investigating the perceptions of self‐efficacy of in‐field and out‐of‐field home economics teachers

Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness: An International Study

Challenges for Pedagogical Effectiveness in an Ever-Changing Education Landscape: Conceptualisation of Pedagogical Mobility and Flexibility as a Context-Consciousness

Facing the Dilemma of the Out-of-Field Teaching Phenomenon in Vocational Education and Training (VET)

Preservice teachers’ perceptions about Out-of-Field Teaching: Perceived implications for students, teachers, and schools

The out-of-field phenomenon: Perceptive consequences and support needs through the lens of graduating second career preservice teachers.

Preservice Teachers’ Pedagogical Mobility: A Case Study about Classroom Preparedness and Flexibility in a Disrupted Professional Placement Context

Teaching out-of-field in Home Economics: A Systematic Quantitative Literature Review

The out-of-field phenomenon and leadership for wellbeing: Understanding concerns for teachers, students and education partnerships

The role of motivations and perceptions on the retention of inservice teachers

The multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace: Perceptions of beginning teachers and their school leaders

The Lived Experience of Out-of-field STEM Teachers: a Quandary for Strategising Quality Teaching in STEM?

Collaborators (2)

Elizabeth Wheeley

Eunjae Park

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