Contratos de trabalho de professores e resultados escolares

Basilio, Juliana Regina; Almeida, Ana Maria F.

doi:10.1590/s1413-24782018230049

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…Some studies were more specific about the length of employment. In Brazil substitute teaching was defined as less than 15 days (Basilio & Almeida, 2018). In Australia, studies in different states used different parameters for the number of days.…”

Section: Resultsmentioning

confidence: 99%

“…Some studies described employment conditions in ways that underscored the precarity of this employment relationship. These conditions included “part-time and impermanent” (Charteris, Jenkins, Jones, & Bannister-Tyrrell, 2017, p. 512); often recruited on short notice including being notified on the morning of the work offered (Bamberry, 2011; Maxwell et al, 2010); “no employment stability as there is no guarantee of ongoing work within a particular school” (Bamberry, 2011, p. 54); “working conditions are quite precarious, as they cannot plan their classes in advance neither foresee their daily, weekly, or even monthly earnings” (Basilio & Almeida, 2018, p. 7); being “casual employees” (Nicholas & Wells, 2017, p. 231); and “employed temporary and without a contract” (Bayram, 2010, p. 20). Some substitute teachers worked on “a day-to-day basis across different schools and classrooms, although some worked on multiple days in the same class or school, or in some combination of these patterns” (Uchida et al, 2020, p. 1406).…”

Section: Resultsmentioning

confidence: 99%

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An Exploration of the Experiences of Substitute Teachers: A Systematic Review

Reupert

Sullivan²,

Tippett

et al. 2023

Review of Educational Research

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This article reports on a systematic review of literature on the experiences of substitute teachers, also known as casual or relief teachers. This occupational group are an essential part of school improvement efforts, allowing release time for other teachers to participate in professional learning, complete administrative duties, and attend to personal matters. Although a ubiquitous component of the teaching workforce, little is known about their work conditions, motivations, experiences, and support. This study involved a mixed-methods research synthesis approach. Peer-reviewed studies and dissertations that examined the experiences and needs of substitute teachers in primary/elementary, middle, and secondary/high schools were examined. The study found that, although substitute teachers are a heterogeneous group, their conditions and experiences are less than satisfactory, exacerbated by a lack of targeted support. Education systems need to consider professionalizing this occupational group further. In addition, systems need to develop policies and practices that improve substitute teachers’ work.

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Section: Resultsmentioning

confidence: 99%