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Insights into casual relief teaching: casual relief teachers’ perceptions of their knowledge and skills

Nicholas, Maria and Wells, Muriel 2016, Insights into casual relief teaching: casual relief teachers’ perceptions of their knowledge and skills, Asia-pacific journal of teacher education00, pp. 1-21, doi: 10.1080/1359866X.2016.1169506.


Title Insights into casual relief teaching: casual relief teachers’ perceptions of their knowledge and skills
Author(s) Nicholas, Maria
Wells, Muriel
Journal name Asia-pacific journal of teacher education
Start page 1
End page 21
Total pages 22
Publisher Taylor and Francis
Place of publication London, Eng.
Publication date 2016-04-06
ISSN 1359-866X
Keyword(s) casual relief teachers
skill
teaching standards
communities of practice
Summary Research into the experiences of casual relief teachers (CRTs) (substitute or supply teachers) across Australia and internationally has reported feelings of marginalisation among participants. These findings are concerning when one considers that students might be in the care of CRTs for an equivalent of 1 year or more throughout their schooling. When CRTs describe such feelings there is a suggestion that they do not feel a part of the community of practice in which they work. Accordingly, their opportunities for professional learning are often compromised, which has implications for their ability to maintain pedagogical knowledge and skills. This study used cluster sampling survey data to offer insights into professional challenges faced by CRTs. The discussion examines the self-determined skills of 59 Australian CRTs and the way schooling is organised that may leave them feeling excluded rather than members of what should be their “communities of practice.”
Language eng
DOI 10.1080/1359866X.2016.1169506
Field of Research 130105 Primary Education (excl Maori)
1302 Curriculum And Pedagogy
1303 Specialist Studies In Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2016, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30082616

Document type: Journal Article
Collection: School of Education
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Created: Thu, 07 Apr 2016, 16:42:04 EST

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