Precarity and informal workplace learning: changing employment regulations and professional practices of teachers*

Abstract

ABSTRACT This research explores how precarious recruitment regulations are reflecting on the experiences and practices of teachers in line with their informal learning experiences. I utilised theoretical sampling to select participants for biographical narrative interviews, which were interpreted using the documentary method. The findings unearth a distinct disparity while precarious hourly-paid teachers perceive their roles as transitory, lacking a sense of belonging, their tenured counterparts exhibit a profound dedication to their educational institutions. Tenured teachers actively engage in informal learning experiences to enhance their teaching prowess. Hourly-paid teachers view teaching as an innate talent, rarely engaging in critical reflection on their professional journey. The results of the study reveal that job security provides an essential foundation for teacher professional development, while in its absence, precarity poses a significant barrier to their growth and progress.