Three Casual Relief Teachers in Australian Primary Schools: Their Experiences and Perspectives over One School Year
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| Title: | Three Casual Relief Teachers in Australian Primary Schools: Their Experiences and Perspectives over One School Year |
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| Language: | English |
| Authors: | Uchida, Minami, Cavanagh, Michael S., Lane, Rod |
| Source: | Australian Journal of Teacher Education. Oct 2021 46(10):77-90. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Substitute Teachers, Elementary School Teachers, Foreign Countries, Teaching Experience, Teacher Attitudes, Faculty Development, Teacher Certification |
| Geographic Terms: | Australia |
| ISSN: | 1835-517X |
| Abstract: | This study investigates the lived experiences of three casual relief teachers (CRTs) and their work within Australian primary schools for a period of one school year. Practice architecture theory was used as a theoretical framework to examine whether participants saw any advantages to working on a casual basis, how they think casual teaching could be improved in terms of access to accreditation support, and whether any growth to their professional practice took place during the course of the year. Monthly diary entries and two semi-structured interviews from each participant revealed some advantages to casual teaching, such as being able to work across different schools. Participants discussed the need for CRTs to complete accreditation in a timely manner and gain access to relevant professional learning. This study provides evidence of the complex and varied backgrounds and motivations of CRTs. Implications for future research in the area are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1323377 |
| Database: | ERIC |
| Abstract: | This study investigates the lived experiences of three casual relief teachers (CRTs) and their work within Australian primary schools for a period of one school year. Practice architecture theory was used as a theoretical framework to examine whether participants saw any advantages to working on a casual basis, how they think casual teaching could be improved in terms of access to accreditation support, and whether any growth to their professional practice took place during the course of the year. Monthly diary entries and two semi-structured interviews from each participant revealed some advantages to casual teaching, such as being able to work across different schools. Participants discussed the need for CRTs to complete accreditation in a timely manner and gain access to relevant professional learning. This study provides evidence of the complex and varied backgrounds and motivations of CRTs. Implications for future research in the area are also discussed. |
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| ISSN: | 1835-517X |
