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

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.”