Seconding Teachers to the Academy: An Alternative to Traditional Approaches of Sessional Staff Employment

Jackie WALKINGTON

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    There is a multiplicity of challenges related to employing, supporting and retaining quality sessional (casual) academic staff in higher education. An approach trialled in an Australian education faculty specifically addressed issues of quality and quantity, support and inclusion, motivation and engagement, efficiency and effectiveness. While contextually relevant to an education faculty, the learning gained has potential for other faculties/institutions to provide modifications to traditional models of employing sessional staff. Amongst the significant benefits of a seconded teacher approach were greater engagement in the faculty, enhanced continuity and consistency of commitment compared to traditional models of employing sessional staff. An understanding of their changing professional identity and the strategic benefit to the faculty are emphasised in this paper as these staff provide a bridge across professional/cultural boundaries.

    Original languageEnglish
    Pages (from-to)108-122
    Number of pages15
    JournalAustralian Journal of Teacher Education
    Volume39
    Issue number8
    DOIs
    Publication statusPublished - 2014

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    academy
    staff
    teacher
    education
    continuity
    inclusion
    commitment
    efficiency
    learning

    Cite this

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    Seconding Teachers to the Academy: An Alternative to Traditional Approaches of Sessional Staff Employment. / WALKINGTON, Jackie.

    In: Australian Journal of Teacher Education, Vol. 39, No. 8, 2014, p. 108-122.

    Research output: Contribution to journalArticle

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