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As more beginning teachers enter the profession through casual work, often during a tenuous transition, teacher educators are urged to rethink preparation. Four educators use “memory work,” and follow-up focus groups are analyzed for emotional and challenging aspects across novice and experienced casual teachers. Findings inform initial teacher education and emphasize teachers’ emotional practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emotions-and-casual-teachers-implications-of-the-precariat-for-initial-teacher-education/593780/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emotions-and-casual-teachers-implications-of-the-precariat-for-initial-teacher-education/593780.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What labour conditions shape the experience of casual teachers in this article?","Question",{"text":112,"@type":113},"Casual teachers face insecure labour conditions with limited job security and predictability, creating additional demands compared with stable employment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study gather and analyze evidence?",{"text":117,"@type":113},"Four teacher educators conducted “memory work,” followed by content analysis of discussions from focus groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main implications for initial teacher education providers?",{"text":121,"@type":113},"Initial teacher education should better prepare graduate teachers for casual professional circumstances and address the emotional practices involved in teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593780,1792119416,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 12 | Article 10 |\n| --- | --- |\n| 2017\u003Cbr>Emotions and Casual Teachers: Implications Precari at for Initial Teacher Education.\u003Cbr>Kathryn A. Jenkins\u003Cbr>Unversity of New England, Armidale, [kjenkins@une.edu.au](kjenkins@une.edu.au)\u003Cbr>Jennifer Charteris\u003Cbr>University of New England, [jcharte5@une.edu.au](jcharte5@une.edu.au)\u003Cbr>Michelle Bannister-Tyrrell\u003Cbr>University of New England, Armidale, [mbannist@une.edu.au](mbannist@une.edu.au)\u003Cbr>Marguerite Jones\u003Cbr>University of New England, [mjones46@une.edu.au](mjones46@une.edu.au) | of the |\n\nRecommended Citation  \nJenkins, K. A., Charteris, J., Bannister-Tyrrell, M., & Jones, M. (2017). Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education.. Australian Journal of Teacher Education, 42 (12).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss12/10](http://ro.ecu.edu.au/ajte/vol42/iss12/10)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss12/10](http://ro.ecu.edu.au/ajte/vol42/iss12/10)  \nAustralian Journal of Teacher Education  \nEmotions and Casual Teachers: Implications of the Precariat for Initial  \nTeacher Education  \nKathryn A. Jenkins  \nJennifer Charteris  \nMichelle Bannister-Tyrrell  \nMarguerite Jones  \nUniversity of New England, Armidale  \nAbstract: It is the norm for the casual teaching precariat to  \nexperience insecure labour conditions requiring an additional skill  \nset to teachers with stable employment. As more beginning teachers  \nthan ever before commence work in casual employment – often a  \ntenuous and unsupported transition into the profession-it is  \nbeholden on teacher educators to re-think aspects of their  \npreparation. Four teacher educators undertook ‘memory work’ based on their previous experiences as casual teachers. Content analysis of  \nfollow up focus group discussions stressed the emotional and  \nchallenging nature of casual teaching, for both novice and  \nexperienced teachers. Findings from this small study, as well as  \nprevious research on casual beginning teachers and casual teachers, provide significant insights that have ramifications for initial teacher education, highlighting the importance of the emotional practices of  \nteachers.  \nIntroduction  \nThe work of teachers is complex, multifaceted and emotionally challenging (Hastings, 2008; Johnson, Cooper, Cartwright, Donald, Taylor, & Millet, 2005) . While this statement refers to teachers in general, it is the degree of complexity and difficulty that casual teachers (CT) experience on a daily basis that is the focus of this article. CTs, as part of their itinerant responsibilities, must deal with young children, teenagers, parents, carers, families, teaching colleagues, executive teachers and the local school communities within a range of schools and contexts in a very short space of time. The nature of this ‘uncertain’work (McCormack & Thomas, 2005) can transpire as dynamic, unpredictable, arduous and very stressful (Johnson et al., 2005) . It can often give rise to a diverse range of emotions for the CT. Feelings of anxiety, fear, vulnerability, alienation, powerlessness, stress, and dissatisfaction can ensue (Duggleby & Baddali, 2007; Jenkins, Smith & Maxwell, 2009; Latifoglu, 2016; Lunay & Lock, 2006; McCormack & Thomas, 2005) .  \nSuch affective reactions can be in response to a stream of critical incidents and challenging experiences, which can have significant ramifications for teacher attrition, including CTs and especially casual beginning teachers (CBTs) (Fieman-Nemser, 2001; Latifoglu, 2016; McCormack & Thomas, 2005) . There has been a growth in the numbers of beginning teachers (BTs) in their first or second year of work who are attempting to transition into the profession through casual teaching (Australian Institute for Teaching and School Leadership, 2016; Jenkins et al., 2009) . Therefore, it follows that universities have a responsibilit","cbCaieOqvcWVzlcG","https://ap.wps.com/l/cbCaieOqvcWVzlcG","pdf",612033,"English","# Abstract\n# Introduction\n## Complex and emotionally challenging teaching work\n## Emotional reactions and precariat framing\n# Education and Emotions","[{\"question\":\"What labour conditions shape the experience of casual teachers in this article?\",\"answer\":\"Casual teachers face insecure labour conditions with limited job security and predictability, creating additional demands compared with stable employment.\"},{\"question\":\"How did the study gather and analyze evidence?\",\"answer\":\"Four teacher educators conducted “memory work,” followed by content analysis of discussions from focus groups.\"},{\"question\":\"What are the main implications for initial teacher education providers?\",\"answer\":\"Initial teacher education should better prepare graduate teachers for casual professional circumstances and address the emotional practices involved in teaching.\"}]","Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education | PDF",1792077906,48]