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This qualitative study based on semi-structured interviews examines the metaphors new teachers use to describe their professional identities and compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers make a shift from seeing themselves as ready for the challenge, to adopting a survival mode. The metaphors suggest that new teachers struggle to develop a professional identity during their first year, and that this development process is gradual, complex and often problematic. Implications for teacher education indicate that greater emphasis needs to be placed on exploring professional identity in pre-service programmes.

As teachers enter the school communities of their initial practice, they experience identity shifts that reflect their learning. Throughout teacher education they have constructed an identity informed by their previous school experiences, the ideas and approaches promoted by their teacher education programs, and an ideal of the teachers they hope to become. The complex set of influences at the boundary between their lives as students and their lives as professionals causes them to confront their identities in new and sometimes disruptive ways (Flores & Day, 2006). New teaching situations introduce them to the thinking of experienced teachers, and to the needs of their first groups of learners, challenging the notions they have so far developed about who they are as teachers (Smagorinsky, Cook, Moore, Jackson, & Fry, 2004). This paper reports on interviews with 35 new teachers as they graduate from teacher education programs and enter the profession, and details their learning about agency and role in community resulting in identity changes within this boundary space. (Contains 1 table.)

The study reported here, one part of a larger study on doctoral education, describes a pilot study that used Activity Theory to shape a methodological tool for better understanding the tensions inherent in the doctoral experience. As doctoral students may function within a range of activity systems, we designed data collection protocols based on Activity Theory to examine their experience. This paper describes these protocols, the results of a piloting of these protocols, and discusses the strengths and limitations of using Activity Theory in this way. (Contains 1 note and 2 figures.)

Reflection has become an accepted component of teacher education programs. Yet the concept has been much criticized, in particular its role in improving professional practice. This paper provides an overview of persistent and emerging criticisms of reflection, as well as a discussion of approaches taken to reflection in the literature since 2005. Two issues, context and identity, are revealed as predominant in the recent discussions of reflection. Recommendations stemming from the literature for better understanding reflection and for enhancing its role in teacher education are outlined, and a commentary on the possible impacts of adopting these recommendations in teacher education is included. [ABSTRACT FROM PUBLISHER]

Studies examined the effects of meat-contact material types, inoculation substrate, presence of air at the liquid-solid surface interface during incubation, and incubation substrate on the attachment/transfer and subsequent biofilm formation by Escherichia coli O157:H7 on beef carcass fabrication surface materials. Materials studied as 2 × 5 cm coupons included stainless steel, acetal, polypropylene, and high-density polyethylene. A 6-strain rifampicin-resistant E. coli O157:H7 composite was used to inoculate (6 log CFU/mL, g, or cm2) tryptic soy broth (TSB), beef fat/lean tissue homogenate (FLH), conveyor belt-runoff fluids, ground beef, or beef fat. Coupons of each material were submerged (4 °C, 30 min) in the inoculated fluids or ground beef, or placed between 2 pieces of inoculated beef fat with pressure (20 kg) applied. Attachment/transfer of the pathogen was surface material and substrate dependent, although beef fat appeared to negate differences among surface materials. Beef fat was the most effective ( P < 0.05) inoculation substrate, followed by ground beef, FLH, and TSB. Incubation (15 °C, 16 d) of beef fat-inoculated coupons in a beef fat homogenate (pH 4.21) allowed the pathogen to survive and grow on coupon surfaces, with maximal biofilm formation observed between 2 and 8 d of storage and when air was present at the liquid-solid interface. The results indicated that the process of fabricating beef carcasses may be conducive to the attachment of E. coli O157:H7 onto meat-contact surfaces and subsequent biofilm formation. Furthermore, it is recommended that substrates found in beef fabrication settings, rather than laboratory culture media, be used in studies designed to investigate E. coli O157:H7 biofilm development and control in these environments. Practical Application: Findings of this study provide knowledge on the effect of type of beef carcass fabrication surface material, fabrication-floor fluids and residues, and incubation conditions on attachment/transfer and subsequent biofilm formation by E. coli O157:H7. The results highlight the importance of thoroughly cleaning soiled surfaces to remove all remnants of beef fat or other organic material that may harbor or protect microbial contaminants during otherwise lethal antimicrobial interventions. [ABSTRACT FROM AUTHOR]

Abstract: Escherichia coli O157:H7 attached to beef-contact surfaces found in beef fabrication facilities may serve as a source of cross-contamination. This study evaluated E. coli O157:H7 attachment, survival and growth on food-contact surfaces under simulated beef processing conditions. Stainless steel and high-density polyethylene surfaces (2×5cm) were individually suspended into each of three substrates inoculated (6log CFU/ml or g) with E. coli O157:H7 (rifampicin-resistant, six-strain composite) and then incubated (168h) statically at 4 or 15°C. The three tested soiling substrates included sterile tryptic soy broth (TSB), unsterilized beef fat-lean tissue (1:1 [wt/wt]) homogenate (10% [wt/wt] with sterile distilled water) and unsterilized ground beef. Initial adherence/attachment of E. coli O157:H7 (0.9 to 2.9log CFU/cm2) on stainless steel and high-density polyethylene was not affected by the type of food-contact surface but was greater (p<0.05) through ground beef. Adherent and suspended E. coli O157:H7 counts increased during storage at 15°C (168h) by 2.2 to 5.4log CFU/cm2 and 1.0 to 2.8log CFU/ml or g, respectively. At 4°C (168h), although pathogen levels decreased slightly in the substrates, numbers of adherent cells remained constant on coupons in ground beef (2.4 to 2.5log CFU/cm2) and increased on coupons in TSB and fat-lean tissue homogenate by 0.9 to 1.0and 1.7 to 2.0log CFU/cm2, respectively, suggesting further cell attachment. The results of this study indicate that E. coli O157:H7 attachment to beef-contact surfaces was influenced by the type of soiling substrate and temperature. Notably, attachment occurred not only at a temperature representative of beef fabrication areas during non-production hours (15°C), but also during cold storage (4°C) temperatures, thus, rendering the design of more effective sanitation programs necessary. [Copyright &y& Elsevier]

Reflection is generally acknowledged as an important part of teacher education and a central activity in teacher development. The close connection between reflection and identity development has been noted in literature on teacher education. This paper will focus on the interplay among the concepts of reflection, identity and the ideal, and will report the results of a pilot study which attempted to elicit from student teachers their reflections on an ideal identity for their future lives as teachers. The implications of such reflection for teacher education programmes will be indicated. [ABSTRACT FROM AUTHOR]

While literature on teaching emphasizes the importance of identity in teacher development, understanding identity and the issues related to it can be a challenging endeavour. This article provides an overview of the issues revealed in recent discussions of teacher identity: the problem of defining the concept; the place of the self, and related issues of agency, emotion, narrative and discourse; the role of reflection; and the influence of contextual factors. A particular focus is placed on identity in pre-service teachers and new practitioners. Implications of an understanding of these issues for programmes of teacher education are highlighted. [ABSTRACT FROM AUTHOR]