Nonpermanent Teachers’ Access to Work-Related Learning

• In Event: Roundtable Session 84
  In Roundtable Session: Current Research on Teachers’ Work

Abstract

This paper explores how non-permanent teachers engaged in work-related learning. More specifically, it sought to examine the strategies non-permanent teachers used to participate in work-related learning and the challenges non-permanent teachers experienced when attempting to engage in work-related learning. This study employed mixed methods: 8 focus group sessions across the province of Ontario, Canada and an online survey. Four hundred and forty survey links were requested and sent out to potential participants; 371 surveys were actually completed. Findings revealed that there were actually six sub-categories of non-permanent teachers (Pollock, 2010a). Each group reported unique work-related learning needs, motivation for participating in professional learning and circumstances that bring specific challenges. Each group employed different strategies to gain access to work-related learning.

Author

• Katina E. Pollock, University of Western Ontario