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• W1503370491 abstract "As a result of staff shortages, relief or substitute teachers are playing an increasingrole in many schools, yet they are largely invisible in policies, practices and research.In contrast, the problems surrounding relief teaching are highly visible: senioradministrators worry about costs and timetables; regular teachers complain that nowork is done; students become noisier; and relief teachers adopt strategies for'survival'. Paradoxically, while there is a recurring theme in the literature to improverelief teaching effectiveness, relief teaching remains a low priority within theeducation system.This investigation evolved from a personal search to make sense of the recurringproblems and paradoxes surrounding relief teaching. Its purpose was: to gather dataon relief teaching which reflected the 'reality' of personal experience from a number ofviewpoints; to determine the main issues from student, teaching and administrativeperspectives, using a constant comparative method of analysis; and to find deeperlinks to illuminate the multidimensional relationships between relief teaching and itsproblems.Research was conducted in a core of eight secondary schools where the researcherworked as a relief teacher. Over a period of three years, through a synthesis ofinterviews, observations, anecdotal evidence, and reflection based on a naturalisticparadigm, the researcher developed strategies which enabled her to remain closelyattuned to the varying settings. Using an inductive approach, data were gathered fromover 300 participants, mostly administrators, teachers and students. In all, 85 hours ofinterviews were transcribed in addition to her written observations and reflections as apractitioner.The findings showed that the lack of consistent information, feedback andaccountability caused many interview respondents to adopt a pragmatic, short-termapproach to the management and practice of relief teaching. They based theirdecisions on divergent assumptions which were rarely challenged, causing problemsto recur and intensify.The investigation concluded that the problems surrounding relief teaching were linkedby three underlying factors: the context of relief teaching is largely invisible; reliefteaching is different from regular teaching; and that there is no official recognitionthat problems exist. The process of making relief teaching visible as a phenomenonilluminated many inconsistencies within varying contexts and perspectives. Evidencestrongly suggests that the context of relief teaching is central to the teaching andlearning settings in schools. It shows, also, that the present approach to relief teachingis highly ineffective and gives rise to serious problems with far-reaching professional,economical, and legal implications. The thesis provides recommendations for futureinitiatives. Extensive appendices and the thematic structures underpinning the thesisenable the selection of material for a variety of purposes." @default.
• W1503370491 created "2016-06-24" @default.
• W1503370491 creator A5029705019 @default.
• W1503370491 date "1999-01-01" @default.
• W1503370491 modified "2023-09-27" @default.
• W1503370491 title "Invisible teachers, visible problems : perspectives on relief teaching" @default.
• W1503370491 hasPublicationYear "1999" @default.
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