The rearrangement of Italian education system happened in the last fifteen years, determined profound changes to the so-called law organic. If, on the one hand, several legislative measures aimed at improving the quality of school service were enacted, on the other hand, a confusing recruitment plan, not always guided by a global organic vision, has been started. These actions have significantly increased the sense of instability and uncertainty in those who had invested in teaching as privileged working way out. The aim of this research is exploring the essential aspects that characterize the professional practice and the expectations of precarious teachers to verify whether and how the condition of instability affects their motivation for teaching, their behaviors in their professional practice and their life plans. We thought the qualitative approach could be the most appropriate to encourage, by means of deep interviews, the narrating of participants’ experiences. The reference group consists of 18 Italian precarious teachers. The interviews were carried out in 2014. The results of the analysis and the interpretation of the collected stories confirm our hypotheses and provide additional thoughts. The condition of instability, which characterizes the work situation of precarious teachers, causes a state of insecurity affecting all spheres of life: precarious work becomes precarious life, a life with limited planning for the future, a life which finds difficult to recognize itself and leads to a problematic recognition of other people's lives.
THE PRECARIOUS TEACHER IN ITALY: AN EXPLORATORY RESEARCH
De Angelis, Marta;
2015-01-01
Abstract
The rearrangement of Italian education system happened in the last fifteen years, determined profound changes to the so-called law organic. If, on the one hand, several legislative measures aimed at improving the quality of school service were enacted, on the other hand, a confusing recruitment plan, not always guided by a global organic vision, has been started. These actions have significantly increased the sense of instability and uncertainty in those who had invested in teaching as privileged working way out. The aim of this research is exploring the essential aspects that characterize the professional practice and the expectations of precarious teachers to verify whether and how the condition of instability affects their motivation for teaching, their behaviors in their professional practice and their life plans. We thought the qualitative approach could be the most appropriate to encourage, by means of deep interviews, the narrating of participants’ experiences. The reference group consists of 18 Italian precarious teachers. The interviews were carried out in 2014. The results of the analysis and the interpretation of the collected stories confirm our hypotheses and provide additional thoughts. The condition of instability, which characterizes the work situation of precarious teachers, causes a state of insecurity affecting all spheres of life: precarious work becomes precarious life, a life with limited planning for the future, a life which finds difficult to recognize itself and leads to a problematic recognition of other people's lives.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
