Suchergebnisse

Purpose
The purpose of this paper is to investigate those teaching and learning factors that either hindered or encouraged preservice teacher participants to succeed in their first year of study. The impact of administrative support alongside pedagogical styles that facilitated a sense of engagement for first year preservice teachers is also discussed.


Design/methodology/approach
This research builds on the work of Sarah Lawrence-Lightfoot's use of "portraiture" to "capture the complexity and aesthetic of human experience" (Lawrence-Lightfoot & Hoffmann Davis, 1997, p. 4). The use of portraits as a tool for creating a first year student narrative, rich in its canvas of human emotions, is central to the work that follows. Qualitative data that were gathered in this research project are presented.


Findings
The portraiture methodology in this paper enabled the researchers to capture a sense of belonging for first year university students that involved more than procedural matters, orientation events and attendance at information sessions.


Practical implications
These portraits draw wider attention to transition and retention matters beyond considerations of "who our students are" and illustrate how engagement and belonging are enhanced by how these students are engaged by skilful and knowledgeable tutors and group work and collegial approaches to the course.


Originality/value
Portraiture methodology enabled a more nuanced form of viewing "belonging" and "engagement" of these preservice teachers through more personalised forms of engagement with tutors, the development of groups and the practicum placement.

Purpose– The Ethical Borgs are a fictional panel of a set of people who have the task of attending to the manner in which research "should" occur. The scenario is a series of "fictionalised encounters" between two researchers presenting their research proposals to the panel for approval. The purpose of this paper is to revisit and play out two researchers' individual and collective experiences of gaining ethical clearance as emergent researchers. The tension of their place and status in academia drives their identity.Design/methodology/approach– This paper is presented in the form of a short play. The focus is on the manner in which the performance of the academic self as researcher can be impeded or assisted by the deliberations of the "Ethical Borgs". These fictional encounters demonstrate the tension of being located in the in-between worlds of researchers in-waiting who need to negotiate their roles and whose ethical anxieties are critiqued through the lens of the "naive inquirer" the "too hard don't touch inquirer" and the "medicalised" lens inquirer.Findings– The major themes examined in this paper address how the Ethical Borgs increasingly exercise power and have authority to authorise social inquiry.Originality/value– Questions that are also raised include what academic approval is required to inquire? How does a naive inquirer manoeuvre his or her way through institutionalised and bureaucratic procedures?

Refugees are forced to leave their homes and countries to start anew in a different place. This paper outlines the key challenges and issues facing those Australian regional communities focussing on refugee relocation projects as a labour and population renewal strategy. This discussion arises from a two year evaluation project which examined two refugee relocation projects in the communities of Swan Hill and Warrnambool situated in different regional areas of Victoria, Australia. The project was supported with funds from VicHealth, a statutory body funded by the Victorian State Government with a particular focus on groups in society who are likely to be at greater risk. Refugee communities have a higher risk of mental health problems and higher rates of unemployment and as such, the importance of relocation programs is commensurate with the opportunity and risk they present. Governments, communities and service providers all need to acknowledge the potential benefits refugee relocation programs may bring as well as recognising that the consequences of failure can be ominous for all concerned.

Purpose
– The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching approaches that either hindered or encouraged learners to thrive in the transition environment in higher education (HE).


Design/methodology/approach
– This paper reports on the use of case writing as a methodological tool for engaging in reflexive inquiry in a HE cross-faculty setting; it also adds a further dimension to the work of (Burridge et al., 2010). The team used a systematic coding activity, known as "threading," to unpack over-arching themes that were embedded in each other's narratives.


Findings
– Throughout the two years of the project, 12 cases were presented on key critical teaching moments that the researchers had experienced. The themes varied and included topics like student reflections on why they found learning challenging, teachers' mixed emotions about failing students, difficulties for teachers in having to persuade students to read academic texts, teacher/student confrontations and student resilience amidst challenges linked to their personal and student lives.


Social implications
– A central theme to emerge from the research was that complexities arise for teachers when they are faced with learners who are apparently not suited to the career pathway they have signed up for.


Originality/value
– Through using a collaborative practitioner research framework, enunciating concerns were raised and different interpretations of the same incident were shared. The paper concludes that case writing can assist academics to be more informed of teaching approaches that lead to successful learning outcomes.