Insider ethnographic analysis is used to analyze change processes in an engineering department. Distributed leadership theory is used as conceptual framework.
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CC-BY-NC-NDObjective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers’ knowledge. Consequently, various requirements have been proposed in the literature for the design of these programmes. Only few studies, however, have focused on a direct comparison between programmes with respect to differences observed in their effect on teachers’ knowledge. Therefore in this study we explored the impact of three formative assessment programmes on teachers’ knowledge about supporting students’ reflection.Methods: Our study was carried out in the domain of vocational nursing education. Teachers were assigned to an expertise-based assessment programme, a self-assessment combined with collegial feedback programme, or a negotiated assessment programme. We scored the verbal transcriptions of teachers’ responses to video vignette interviews in order to measure their knowledge in a pre- and post-test. Multilevel regression analyses were performed to investigate differences in teachers’ knowledge between the three programmes on the post-test; potential moderating effects of pre-test scores, contextual and individual factors were controlled for.Findings: The knowledge of teachers participating in the expertise-based assessment programme was significantly higher than that of teachers participating in the self-assessment combined with collegial feedback programme. Furthermore, the findings indicate that for professional learning, not only the approach to formative assessment is an important variable, but also the extent to which (a) teachers are intrinsically motivated and (b) they experience a high degree of collegiality at their school.
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De geheime kamer is een product van de Expeditie Lerarenagenda. De Expeditie zet zeven bouwstenen in in een onderzoek naar toekomstig leraarschap en adaptief vermogen. Elke bouwsteen kijkt op een eigen manier naar het vraagstuk. Met de bouwsteen Creative Commons onderzoekt het Expeditieteam met creatieve werkvormen toekomstig leraarschap en adaptief vermogen. Welke intuïties (bege)leiden leraren, wat voelen ze voor en bij bepaalde ontwikkelingen en hoe verhoudt hun persoonlijke zelf zich tot hun professionele zelf? De onderzoeksvragen waarop de bouwsteen zich met name richt zijn: (1) Hoe ziet adaptief vermogen eruit? (2) Wat zijn percepties van, en ervaringen met, adaptief vermogen? In 2021 heeft de bouwsteen de vorm gekregen van een brievenproject: Beroepsbrieven. Beroepsbrieven is een vorm van narratief onderzoek: een methode waarin het geschreven of gesproken verhaal centraal staat (e.g., Clandinin et al., 2007; McEwan & Kegan, 1995). Er vonden briefwisselingen plaats tussen onderzoekers en leraren. Zij schreven elkaar persoonlijke, handgeschreven brieven. De briefwisselingen hadden als onderwerp adaptief vermogen en toekomstbestendig leraarschap. De brieven laten zien hoe de leraren kijken naar leraarschap tegen het decor van een veranderend beroepsbeeld. Op basis van de brieven schreven onderzoekers korte, fictieve portretten van de leraren die zijn gebundeld in Beroepsbrieven (Van Stigt, et al., 2022). Daarna synthetiseerden we de portretten in een fictief verhaal over een school: De geheime kamer. De geheime kamer is een metanarratief dat de narratieven over de leraren verbindt. Met het verhaal geven we symbolisch uitdrukking aan wat de brieven ons vertelden over toekomstig leraarschap en adaptief vermogen. Het kan gelezen worden als een metafoor voor een toekomstige werkelijkheid waarin de interpretaties van de brieven door ons creatief en expressief in verhalende elementen zijn uitvergroot.
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Introduction: Individuals working in the field of veterinary care are regularly affected by their profession. High levels of responsibility to often provide life-saving health care to animals combined with having to manage owners' expectations and irregular working hours can cause considerable levels of work-related stress among professionals in equine veterinary practice. On the positive side, research also shows that working in the veterinary profession can have a positive impact on personal wellbeing and feelings of fulfillment. A limited number of studies has investigated work satisfaction and engagement among veterinarians across the globe, and none specifically in the equine veterinary work field. The aim of the current study was to identify relevant predictors of employee engagement and work satisfaction in relation to demographic and work environment related factors in the equine veterinary profession. Methods: A cross-sectional study design was used to investigate work satisfaction and employee engagement among equine veterinary professionals from the UK, the US and the Netherlands using an online survey. Results: Results suggest that levels of work engagement and satisfaction in the veterinary profession may be gauged using four factors. These factors encompass Pride and purpose (the extent to which personal core values align with the mission of the employer, i.e., the veterinary practice), Company culture and relationship with management (the manner in which staff members interact with each other and the management), Working conditions and compensation (formal employment conditions relating to responsibilities and rewards and levels of collegiality) and Team culture and learning possibilities (encouragement to pursue personal and professional growth). Discussion: Findings underline the importance of being particularly mindful of inexperienced colleagues, those with demanding family commitments and, where feasible, of providing employees with a modicum of autonomy in order to ensure a satisfied equine veterinary workforce.
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Change is endemic in modern society, and the educational systems that operate in it. In Higher Education societal trends such as globalization and economic rationalism are impacting on teachers. Changes in the student population, new educational methods derived from shifting perspectives on the role of knowledge and re-structuring of the organizations within which teachers work have also led to transformation of the professional context. At European level policy initiatives such as the Bologna Declaration (1999) have necessitated an overhaul of educational provision. This research project attempts to focus on these wideranging changes through the lens of teacher autonomy in order to establish what is changing in the working lives of teachers in a Dutch university, how they are responding to these changes and how they can be helped to respond to change effectively and discriminatingly. This is an insider research project, using case study and semi-structured interviewing to yield data that is subjected to thematic linguistic analysis. It was piloted in 2006, and interviewing was resumed in February 2007. Findings indicate the contested nature of teacher autonomy, and suggest that professional autonomy can impede as well as facilitate teachers in processes of engaging with change. The team - operating as a community of practice - is identified as the location where change agency can operate most effectively. Distributed leadership - specifically perceived in the activities of team leaders and teacher change agents - is seen as crucial to processes of embedding change in educational practice.
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Problems with communication and collaboration among perinatal caregivers threaten the quality and safety of care given to mothers and babies. Good communication and collaboration are critical to safe care for mothers and babies. In this study the researchers focused on studies examining the factors associated with good communication and collaboration as they occur in working routines in maternity care practice. Their study is part of a growing trend of identifying the positive aspects of communication and collaboration in maternity care.
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Teacher education is in a state of change. There is a new focus on professional competence, including the competence for further development and learning, conceived of as workplace learning. Teacher shortages put pressure on the development of alternative routes to teaching. The arrival of prospective teachers with experience and qualifications in other areas than education requires adaptive programs, with a greater emphasis on professional learning in school. It is argued that promoting professional workplace learning asks for a conceptual clarification, based on new theory of learning and concepts of professionalism. A definition of professional learning is proposed. Some examples of new practice in teacher education are discussed.
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Teacher education is in a state of change. There is a new focus on professional competence, including the competence for further development and learning, conceived of as workplace learning. Teacher shortages put pressure on the development of alternative routes to teaching. The arrival of prospective teachers with experience and qualifications in other areas than education requires adaptive programs, with a greater emphasis on professional learning in school. It is argued that promoting professional workplace learning asks for a conceptual clarification, based on new theory of learning and concepts of professionalism. A definition of professional learning is proposed. Some examples of new practice in teacher education are discussed.
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A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the participating countries.
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This article explores the integration of a co-mentoring scheme within the participatory music practice of Meaningful Music in Healthcare (MiMiC) in Dutch medical hospitals. Building upon prior research that revealed a shared aspiration among MiMiC musicians and nurses to enhance collaborative efforts, the study explores the role of interprofessional collaboration not only for the immediate impact of music on people in the hospital environment but also for nurturing the sustained growth of the professionals involved. This article explores the implications and outcomes of a co-mentoring scheme, which took place in the form of reflective conversations between participating musicians and nurses, and examine their form, the relationships they foster within the MiMiC practice, and their contribution to interprofessional collaboration in transdisciplinary arts and health practices.
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