Australian Journal of Teacher Education
Abstract
Universities in many countries are struggling to adapt to the competing forces of globalisation, new managerialism, entrepreneurialism and new technologies and quality agenda demands. Diminishing resources caused by restricted funding and an aging and diminishing academic workforce pose barriers. One solution to staffing shortages is the casualisation of academic teachers increasing causal or sessional teaching staff who take on significantly increased teaching responsibilities. This article explores the casualisation of university academics and reports on preliminary findings of a small scale sessional teacher development program that used data from a questionnaire on demographics of a small group of 22 sessional teaching staff employed at an Australian university. Results indicated that sessional staff believed they were effective university teachers yet their ongoing development was hampered by heavy teaching workloads, other employment and lack of time. The article concludes that these factors must be addressed by universities to provide quality outcomes for students.
Recommended Citation
Klopper, C. J., & Power, B. M. (2014). The Casual Approach to Teacher Education: What Effect Does Casualisation Have for Australian University Teaching?. Australian Journal of Teacher Education, 39(4). https://doi.org/10.14221/ajte.2014v39n4.1