Fr. 60.50

Teaching and Time Poverty - Understanding Workload and Work Intensification in Schools

English · Paperback / Softback

Shipping usually within 1 to 3 weeks (not available at short notice)

Description

Read more










As teacher shortages reach a global crisis point, this book explores how time poverty is a critical factor in the lives of teachers and school leaders. Arguing that we must cease framing the problem of teachers' work as simply workload, this book suggests that understanding time poverty is essential to foster more manageable working lives.


List of contents

Time Poverty in Teachers’ Work
1. Why Policy Struggles to Respond to the Crisis of Teachers’ Time Poverty
2. Performative-Accountability and Time-Poverty
3. The Job Quality of Britain’s Teachers Before and After the Pandemic
4. Time, Gearing, and Impoverished Welfare in Primary Schools: How an Overheated Public sector Enrols Teachers in Toxic Social Debt
5. Embodied Time Poverty: A New Conceptualisation of Principals’ Experiences of Work Intensification, Workload, and Work Complexity
6. Core or Non-core task? Four Types of School Leaders’ Approaches to Communication Management
7. Secondary Teachers’ Timetables, Time Poverty and Attrition
8. Dissecting the Effects of Workload and Work Intensification on Teacher Job Satisfaction: A Time-Diary Approach to Teachers’ Working Time Allocation
9. Boundary Work as an Interpretative Framework for Understanding Time Poverty: Contestations over Legitimacy and Identity in Teachers’ Work
10. Professional Time and Teacher Autonomy: Lessons from the COVID-19 Pandemic
11. The Time Poor Teacher: Understanding the Intensity of Decision-Making
12. Marking and Time Poverty: A Case Study of a Workload Reduction Initiative in an English Primary School
Beyond Workload

About the author










Greg Thompson is a Professor of Education Research at Queensland University of Technology (QUT), Australia. His research focuses on educational theory, education policy and the philosophy/sociology of education assessment, accountability and measurement.
Anna Hogan is an ARC DECRA Research Fellow in the School of Teacher Education and Leadership, Queensland University of Technology (QUT), Australia. Her research interests broadly focus on education policy and practice.


Summary

As teacher shortages reach a global crisis point, this book explores how time poverty is a critical factor in the lives of teachers and school leaders. Arguing that we must cease framing the problem of teachers’ work as simply workload, this book suggests that understanding time poverty is essential to foster more manageable working lives.

Customer reviews

No reviews have been written for this item yet. Write the first review and be helpful to other users when they decide on a purchase.

Write a review

Thumbs up or thumbs down? Write your own review.

For messages to CeDe.ch please use the contact form.

The input fields marked * are obligatory

By submitting this form you agree to our data privacy statement.