Arduous admissions and a precarious profession: student teachers’ pre-admission demotives

Mankki, Ville; Kyrö-Ämmälä, Outi

doi:10.1080/1359866x.2021.1978390

Cited by 4 publications

(2 citation statements)

References 32 publications

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“…Precarity usually refers to a situation of "generalized insecurity" resulting from the disappearance of "full-time, predictable, unionized, and stable livelihoods" (Means, 2022, p. 1,360). As evident from a number of studies, teaching has not remained immune to the process of casualization (Ivancheva, 2015;Cuervo and Chesters, 2019;Melville et al, 2019;Rey et al, 2020;Stacey et al, 2022), In countries such as Finland, where teachers are highly valued professionals, the appeal of teaching career seems to be declining (Mankki and Kyrö-Ämmälä, 2022). The precarity of teachers in developing countries is, however, not well studied.…”

Section: Introductionmentioning

confidence: 99%

Precarity in the lives of contract teachers: A qualitative study from Odisha, India

Apat

swain²

2023

Front. Educ.

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School enrollment rates in developing countries have increased substantially over the past few decades. However, due largely to budget constraints, hiring contract teachers has become an ad hoc, yet a popular solution to teacher shortages in Asia, Africa, and Latin America. Studies concerning contract teachers have primarily focused on their performance, efficiency, and cost-effectiveness. In light of the literature on precarity associated with contractual employment, this article seeks to explore how contractual employment affects teachers in India. The study analyzes narrative data obtained through semistructured interviews with 17 contract teachers employed in government-run schools in Odisha, a state in eastern India. According to thematic analysis of the data, participants experience precarity in six dimensions: prioritisation of non-teaching work over teaching, financial hardships, sense of inferiority, anxiety about transfer, experiences of discrimination and desire for course correction. We argue that these six dimensions contribute to the demoralization and disempowerment of teachers. We also explore possible explanations for why Odisha continues to employ contract teachers despite criticism. It is recommended that policymakers be sensitized to the plight of contract teachers and reconsider the policy of contractual employment.

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Section: Introductionmentioning

confidence: 99%

Precarity in the lives of contract teachers: A qualitative study from Odisha, India

Apat

swain²

2023

Front. Educ.

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“…Keck Frei et al (2017) concluded that working with children and young people was the most important predictor of choosing the teaching profession as a career for males. Mankki and Kyrö-Ämmälä (2021) found that the most demotivating reasons for teacher candidates before their entry into the profession were the difficulties of being accepted, the challenges of the profession, limited career opportunities, the dilemma of vocational programs offering insufficient diversity, insecure careers, and the media as a source of demotivation. Mašková et al (2022) found that the highest motivation category was a love for children and a desire to work with them, followed by supporting the education journey of others, the meaningfulness of the teaching profession, the perception of it as a secure profession, its ability to make a social contribution, and a love for the profession.…”

Section: Introductionmentioning

confidence: 99%

Prospective Classroom Teachers' Reasons for Choosing the Teaching Profession and Their Preferences for Their Work Lives

Kerimgil Çelik

2023

Int. J. of Cont. Edu. Res.

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This research examined the factors that affect the decision of prospective classroom teachers to choose teaching as a profession and their preferences regarding work-life. A case study design, one of the qualitative research methods, was employed in this study The participants consisted of 20 prospective classroom teachers who took the teaching practice course in the 2021-2022 academic year at a state university. A semi-structured interview form was used in data collection and the data was analyzed through content analysis. Findings revealed that prospective classroom teachers' preference for the profession is influenced by their love for the profession, working conditions, love and interest shown by their former teachers, and communication with children. Their preferences are also influenced by their discovery that they can teach children something, their desire to contribute to the development of future generations by serving people in the basic education stage, their families’ supportive behaviors, and their experiences of the profession in their university years. In terms of their preferences for their work lives, most of the teacher candidates expressed a desire to become classroom teachers and work in this field, while it was found that some teacher candidates experienced dilemmas regarding their work lives due to studying or working in different fields. This research emphasizes the need to improve working conditions for teachers and develop teacher training programs that focus on teacher candidates' affective aspects.

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Learning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers: a person-centred approach

Vilppu,

Laakkonen,

Laine

et al. 2023

Eur J Psychol Educ

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As teacher profession can be seen as a learning profession, it is crucial that teacher education equips future teachers with high-level skills to update and increase their proficiency and expertise throughout their career. In this aim, cognitive processing strategies and metacognitive regulation strategies as well as academic self-efficacy beliefs play a crucial role. This study examined Finnish first-year preservice teachers’ (N = 538) initial learning profiles in terms of their learning strategies and self-efficacy beliefs upon entry to teacher education. Furthermore, the association between the profiles and pre-entry factors (age, written entrance exam) as well as first-year achievement was studied. The data were gathered via questionnaire from four universities and their student registers. The person-centred approach utilising a latent profile analysis was applied to identify learning profiles among preservice teachers. Three distinct learning profiles were identified: unregulated students with low self-efficacy (37.5%), average strategists with low self-efficacy (33.1%) and self-regulated and deep learners with high self-efficacy (29.4%). The first profile performed worst in the first-year studies, whereas the last profile was characterised by the oldest students and best performers in the written entrance exam. The findings expand our understanding of the initial learning profiles of preservice teachers and thus offer valuable information for teacher educators to support teaching practices and curriculum design. Practical implications of the results are discussed.

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Arduous admissions and a precarious profession: student teachers’ pre-admission demotives

Cited by 4 publications

References 32 publications

Precarity in the lives of contract teachers: A qualitative study from Odisha, India

Precarity in the lives of contract teachers: A qualitative study from Odisha, India

Prospective Classroom Teachers' Reasons for Choosing the Teaching Profession and Their Preferences for Their Work Lives

Learning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers: a person-centred approach

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