Discourse appropriation and category boundary work: casual teachers in the market

Charteris, Jennifer; Jenkins, Kathy; Jones, Marguerite; Bannister-Tyrrell, Michelle

doi:10.1080/01596306.2015.1113158

Cited by 7 publications

(11 citation statements)

References 32 publications

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“…With regard to teachers, particularly at secondary level, we find similar trends in Ireland to those of Australia and the US. We find evidence of teachers having little control over their hours of work (Bamberry, 2011), feeling segmented (Krasas Rogers, 2001), and seen as a willing and vulnerable pool of labour (Charteris et al., 2017). School secretaries arguably as an occupation have suffered the most as they lost their public servant status and their job has become increasingly contingent on government grants to the schools that employ them.…”

Section: Discussion – Structural Factors and Collective Powermentioning

confidence: 91%

“…Edigheji (1999) highlights that temporary contract teachers are mostly female and argues that they should be categorised as part of a secondary labour market which attracts ‘no professional status and little prestige’ (p. 40). Research points to casual substitute teachers being labelled as an ‘itinerant’ and ‘incompetent’ workforce (Charteris et al., 2017: 512; Krasas Rogers, 2001). They are less likely to be unionised and are vulnerable to inferior conditions of employment (Krasas Rogers, 2001).…”

Section: Flexibility In Education Occupationsmentioning

confidence: 99%

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Employer-led flexibility, working time uncertainty, and trade union responses: The case of academics, teachers and school secretaries in Ireland

O’Sullivan

Lavelle

Turner

et al. 2020

Journal of Industrial Relations

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This article examines the extent to which occupations within a sector differ in their experiences of employer-led flexibility and in their responses through collective power. Three occupations are analysed in the Irish education sector – academics, school teachers and school secretaries. It might be expected that higher-level occupations would have greater sources of occupational power to resist employer-led flexibility. We find varying levels of employer-led flexibility through non-standard employment across and within occupations. We conclude that trade unions have achieved varying levels of success in negotiating regulations on casualisation, but that the effectiveness of union responses is likely to be dependent on the particular conditions which gave rise to casualisation amongst occupations. In terms of the propensity for each occupation to have standard or non-standard employment over a lifetime of employment, we conclude that school teachers can be categorised as an ‘insider’ occupation, that school secretaries have evolved to an ‘outsider’ occupation, while lecturing academics are most at risk of transitioning from an insider to an outsider occupation.

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Section: Discussion – Structural Factors and Collective Powermentioning

confidence: 91%

Section: Flexibility In Education Occupationsmentioning

confidence: 99%

Employer-led flexibility, working time uncertainty, and trade union responses: The case of academics, teachers and school secretaries in Ireland

O’Sullivan

Lavelle

Turner

et al. 2020

Journal of Industrial Relations

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“…Although the importance of relationships in gaining employment has not been emphasised in previous research regarding early career casual teachers, this was similar to the findings that principals preferred to employ casual teachers already known to the school (Crittenden 1994). It might be that opportunities to demonstrate competency during professional experience assisted early career teachers in their pursuit of employment as literature suggests that schools value competency and flexibility in their casual teachers (Charteris et al 2015;Junor 2000). Without access to employment as a teacher, a professional identity as teacher is unlikely.…”

Section: Discussionmentioning

confidence: 99%

“…Developing a strong professional identity plays an important role in teachers' commitment and engagement with the profession, along with their capacity to sustain motivation (Day and Gu 2010). However, professional identity for early career casual teachers is particularly complex as they are negotiating and constructing their professional identity as teachers as well as casual workers (Charteris et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Early Career Casual Teachers: The Role of Relationships with Colleagues in Negotiating a Teacher Identity and Developing Resilience

Dempsey

Mansfield

MacCallum

2020

Cultivating Teacher Resilience

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Developing relationships with colleagues has been identified as one way to enhance teacher resilience and assists in negotiating a professional identity. For early career teachers, opportunities to participate in induction and mentoring programmes and engage in professional learning can assist in developing these relationships. However, for early career teachers who can only obtain casual work and work intermittently often in many different schools, these opportunities may be limited. This chapter presents longitudinal, qualitative research that explores how early career casual teachers negotiated their teacher identity. Drawing on data from focus groups, semi-structured interviews and reflective tasks, the chapter shares insights into how relationships are pivotal in the development of a strong teacher identity.

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“…In making this argument, they point to the added difficulties that these teachers face in addressing the mandatory standards set by AITSL (2016)-in particular, the threat to their movement from graduate teacher to proficient teacher and ongoing registration. Not only are these teachers often "out of the loop" in terms of knowing about professional development opportunities, but they also are generally required to fund their own professional development and, if they are in a rural or remote school, may have to travel long distances to attend it (Charteris et al, 2015).…”

Section: Challenges Of Casual Employmentmentioning

confidence: 99%

Early career teacher peer support through private groups in social media

Mercieca

Kelly

2017

Asia-Pacific Journal of Teacher Education

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This paper describes the support that Australian early career teachers are accessing through private groups within social media. It presents findings from 22 interviews with teachers who indicated that Facebook was a source of support. Participants describe using private online groups for: (a) support during casual employment; (b) accessing collegial support from preexisting connections, in particular those formed during initial teacher education; and (c) support to deal with challenging situations such as a hostile work environment. The paper suggests that further research needs to be conducted into how private media groups might support the needs of early career teachers.

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Discourse appropriation and category boundary work: casual teachers in the market

Cited by 7 publications

References 32 publications

Employer-led flexibility, working time uncertainty, and trade union responses: The case of academics, teachers and school secretaries in Ireland

Employer-led flexibility, working time uncertainty, and trade union responses: The case of academics, teachers and school secretaries in Ireland

Early Career Casual Teachers: The Role of Relationships with Colleagues in Negotiating a Teacher Identity and Developing Resilience

Early career teacher peer support through private groups in social media

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