Teachers with Multiple Jobs: A Preliminary Typology on the Basis of Estonian Teachers' Life Stories

Autor/inn/en	Teder, Lianne; Mikser, Rain
Titel	Teachers with Multiple Jobs: A Preliminary Typology on the Basis of Estonian Teachers' Life Stories
Quelle	In: Educational Process: International Journal, 8 (2019) 2, S.111-122 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0901
Schlagwörter	Foreign Countries; Teacher Background; Multiple Employment; Work Experience; Classification; Personal Narratives; Self Actualization; Financial Needs; Experienced Teachers; Teacher Student Relationship; Teacher Motivation; Estonia + Suchen Sie Ihr Suchwort? Ausland; Mehrfachbeschäftigung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Classification system; Klassifikation; Klassifikationssystem; Erlebniserzählung; Self actualisation; Selbstverwirklichung; Teacher student relationships; Lehrer-Schüler-Beziehung; Estland
Abstract	In many fields, the percentage of professionals having one or more jobs in addition to their full-time primary job is increasing worldwide. With numerous members earning relatively modest salaries, teachers are a professional group among the most affected by this tendency. Traditionally, "moonlighting" (the commonly used term for having an additional job) is considered to be highly problematic in terms of a teacher's ability to fulfil their teaching responsibilities. However, little attention has been paid to the potential that "teacher-moonlighters" could have in contributing to school life by using their out-of-school work experience. This article introduces a small-scale narrative study with teachers from Estonia and proposes a preliminary typology of teachers having multiple jobs. Providing examples from narrative life history interviews, it is argued that certain types of teachers have the potential to enrich school life. Two dimensions appeared to be most indicative for categorizing teachers with multiple jobs: "permanence" and "self-actualization through multiple jobs." The researchers argue that these dimensions are promising for further discussion of teacher career patterns in which multiple jobs can be seen not as obstructive, but as contributing to teachers' professionalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01