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Insights into casual relief teaching: casual relief teachers’ perceptions…
Insights into casual relief teaching: casual relief teachers’ perceptions of their knowledge and skills
Nicholas & Wells, 2016
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Overview
CRTs who are successful in overcoming exclusion do so by making use of their social networks (i.e. personal links to principals, deputy principals via sporting events, family, or mutual acquaintances)
Policy makers ill placed to develop “evidence-based policy” or to make “informed strategic decisions” because CT work locally and are at the realm of the local decision-making power of principals
“[n]o-one has assumed responsibility for monitoring the overall quality of the [CRT] workforce and for supporting its development
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Need for Casual Teachers
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Relied upon by schools, teaching staff, managerial staff, and administrative staff - needed to provide effective teaching and learning
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students spend the equivalent of one full year
or more in the presence of CRTs throughout their education
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Findings
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Teachers not confident in more specialised areas - cultural/diversity/EALD etc., school or community related policy, functions and service
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appear that encouragement, guidance, supports, and processes which encourage the CRTs’ inclusion, active participation, and membership in school communities may need to be implemented
Conclusions
develop strategies and policy which will ensure that CRTs become recognised, valued members and are encouraged to participate in the school comm
same level of access to ongoing professional development and training provided to more permanent staff, especially on topics related to specialised knowledge, skill, and practice
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review student teacher education courses particularly as it relates to specialised teaching standards