Title: Substitute teachers' narratives of professional development

Authors: Satu Uusiautti; Jemina Pietilä; Kaarina Määttä

Addresses: Faculty of Education, University of Lapland, P.O. Box 122, 96101 Rovaniemi, Finland ' Faculty of Education, University of Lapland, P.O. Box 122, 96101 Rovaniemi, Finland ' Faculty of Education, University of Lapland, P.O. Box 122, 96101 Rovaniemi, Finland

Abstract: Many beginning teachers work as substitute teachers to acquire teaching experience or to earn money. In this study, the connection between working as a substitute teacher and teachers' professional development was analysed. Five young teachers close to graduation were interviewed using a qualitative theme interview method. The research approach was a narrative one. The research results introduce teachers' experiences of being substitute teachers before, during, and after their education. It seems that deputising periods can give the impetus to choose the teaching profession, cause insecurity, or encourage collaboration. To conclude, means of enhancing professional development through work periods in substitute teaching are discussed.

Keywords: substitute teachers; professional identity; professional development; expert-novice teachers; narrative research; teaching career choice; insecurity; collaboration.

DOI: 10.1504/IJHRDM.2014.069326

International Journal of Human Resources Development and Management, 2014 Vol.14 No.4, pp.254 - 264

Received: 30 Mar 2013
Accepted: 26 Nov 2013
Published online: 13 May 2015 *

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