1 University of Salerno (ITALY)
2 University of Rome "Tor vergata" (ITALY)
About this paper:
Appears in: EDULEARN15 Proceedings
Publication year: 2015
Pages: 1755-1764
ISBN: 978-84-606-8243-1
ISSN: 2340-1117
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
The rearrangement of Italian educational system, happened in the last fifteen years, determined profound changes to the so-called law organic. If, on one side, several legislative measures aimed at improving the quality of school service were enacted, across a confusing recruitment plan, not always guided by a global organic vision, has 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 to explore the essential aspects that characterize the professional practice and the expectations of precarious teachers to verify whether and to what extent the condition of instability affects the motivation for teaching, the behaviors that teacher puts to use in his professional practice and his life plan. We thought that the qualitative approach could be the most appropriate to have, through deep interviews, the narrative of participants’ experiences in the survey. The reference group consists of 18 Italian precarious teachers. The interviews were carried out in 2014. The results of the analysis and interpretation of the 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.
Instruction, precariousness, narrative approach, teaching.