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Articulating clear and achievable expectations is fundamental to both education and organizational management. In this article, we provide a simple intervention for clarifying expectations--and establishing that these expectations have been understood--which proved beneficial both to community college interns and to their internship mentors in biotech-related undergraduate research experiences. Internship mentors were asked to utilize a simple Expectation Clarity Tool to outline the expectations, success metrics, baseline assessments, and training strategy and support that would be foundational to their intern's project. These included expectations around conceptual, technical, performance, and professional skills and behaviors. Concurrently, but independently, community college interns were asked to complete the same type of exercise as a way of identifying gaps in their knowledge and understanding of their mentor's expectations and their internship project. The mentor's completed Expectation Clarity Tool was then shared with their intern. As a result of completing this relatively simple intervention, the majority of mentors reported that it increased their confidence as a mentor, taught them a new mentoring skill, changed how they will mentor trainees moving forward, and positively impacted their relationship with their trainee. On the intern side, the majority of interns reported that engaging in this intervention, both as an independent exercise and in obtaining their mentor's completed Expectation Clarity Tool, increased their confidence as an intern and positively impacted the success of their internship.

The study aims to describe the success of the collaborative supervision between the head of the madrasah and the teachers at five private madrasah tsanawiyah in Gresik. This research, a qualitative case study design, involved the head of the madrasah and the teachers of five private madrasah tsanawiyah. Instruments used include interviews, observations, and documentation. Data analysis techniques used are data condensation, data presentation, conclusion drawing, and verification. The research findings demonstrate the significant positive impact of collaborative supervision on teachers' creativity and professionalism and its direct correlation with students' improved learning quality and learning outcomes. Collaborative supervision has been successful in enhancing the creativity of teachers in the implementation of a multicultural-based independent curriculum. The implications of the findings provide a strong basis for educational institutions to consider implementing more effective collaborative supervision strategies in the context of a multicultural-based independent curriculum. The importance of considering cultural and multicultural contexts is also highlighted in designing educational supervision programmes and strengthening the inclusive learning environment.

This paper provides a small-scale exploration of the evolvement of leadership roles in higher education academic units (AUs), namely Departments, Schools & Faculties. A literature review provides theoretical examples of the evolution of professional services (PS) staff. Changes in PS leadership roles are also explored alongside the emergence of 'Third Space' professionals whereby staff from the perceived 'binary' construct of HE (academics and PS staff) work together on shared initiatives outside formal structures. Semi-structured interviews with PS leaders working in AUs across the sector highlight a number of key themes. Findings suggest that documented tensions between academics and PS staff have lessened with the focus shifting to 'local' vs 'central' challenges. With identity emerging as an important consideration for Higher Education Professionals (HEPs), the paper calls for a sector wide review of structures and resource allocation models, the development of a new HEP apprenticeship scheme and a rebuilding of the PS throughout HE.

Within neoliberal regimes of educational performativity, expectations of teachers' work have become increasingly prescriptive, standardised and formulaic. To counter the reductive effects of this 'exteriority' of influence over teachers' work, we draw on three conceptual prompts--"relational pedagogy," "informality," and de Certeau's theorisation of "strategies and tactics"--to examine empirical accounts of teachers who challenge the normative expectations of their work. We contend that teachers who seek to work beyond the restrictions of neoliberal educational managerialism engage in deliberate acts of tactical intervention, which involve the deployment of relational and informal modes of engagement with students and other educators. In doing so, teachers can more fully assert their professionalism and nurture important relational bonds with students in ways that respond to the contingent nature of classrooms in rich and contextually meaningful ways.

This article discusses findings from an ongoing qualitative studies about the incorporation of popular culture in university-based professional education. The focus is on how popular culture can become a curricular resource to support learning about theory or concepts and contentious or sensitive issues, at a time when neoliberal trends of consumerist ideology and technical vocationalism influence professional education and universities generally. Students who enter programmes expecting an emphasis on work-related information risk missing content and experiences designed to foster their development as well-informed, curious, and ethical professionals. Three tensions that emerged in the analysis are highlighted: un/applied, in/attentive, and a/critical. After grounding the study theoretically and reviewing literature on university-based professional education and public pedagogy, those tensions are outlined using segments of data to suggest the potential and limitations of a pedagogical approach that can make education both critical and enjoyable.

The article analyzes professional collaboration in a lesson study involving university mathematics professors, with the objective of contributing to professional development. The research was guided by the question, What principles promoted professional collaboration among university mathematics professors participating in a lesson study? The research focused on a lesson study involving university professors of mathematics and mathematics education over twelve weekly meetings of two hours each. The empirical material included the researchers' field notes and the transcripts of the recordings of the lesson study sessions. A qualitative analysis, based on content analysis, revealed that collaboration involved: "professional sharing" and "decision-making." The research shows that by fostering collaboration the lesson study mobilized different principles of teaching professionalism, such as knowledge that is basic to teaching, values and ways of conducting university teaching, a social and moral commitment to teaching, and teaching autonomy, contributing to the professional development of higher education professors.

The study reported on here was intended to reveal the existence and direction of education democracy in Indonesia with regard to the regulations, the implementation models, problems, and future prospects. The data were obtained from various written materials of official government policy records, namely, laws, ministerial regulations, curriculum implementation guidebooks, discourses and policy criticisms on the implementation of education democracy in Indonesia published in mass media, articles and research journals. The data were analysed using philosophical-dialogical analysis. The findings indicate that in terms of practice, the regulations related to education democracy in the form of education autonomy still could not be implemented properly because of several constraints such as a lack of teachers' professionalism, poor and less effective management of education and learning systems which are not in line with the administrative prerequisites and principles and spirit of education autonomy. Moreover, through its policies, the government still controlled education nationally resulting in autonomy that should provide maximum freedom to the community to manage education is being eroded, which limits the autonomy of education.

In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger's contextual theory, open systems theory, Bronfenbrenner's ecology of human development, and Bourdieu's theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores -- sorted from the highest, which means the most important factor, to the lowest -- are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners' circumstantial challenges, high accountability by the department without considering schools' contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education.

The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of educational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.

Inspired by Martin Thrupp's deep commitment to teachers and teaching as a profession, we consider from our perspectives as teacher educators how critical engagement with educational developments and social issues is important for student teachers. Martin was concerned about a neoliberal trend to de-professionalise teaching and championed the role of teachers (including student teachers) as informed, skilled, critical professionals. We blend theory and experience to examine how critical engagement with policy, practice and contemporary educational issues is central for student teachers in becoming teaching professionals and for teacher educators. We reflect in turn on student teachers' capacity for critical engagement with challenges they experience in learning to teach, developing complex hope as a Pacific teacher educator who is responsible for the development of ITE courses about cultural responsiveness and Pacific as priority learners, and the importance for teachers to have critical understanding of curriculum and assessment developments. Counter to the politics of blame and a prominent deficit discourse that positions new teachers as lacking and teachers in general as somehow responsible for perceived educational failures, we posit a hopeful view of student teachers as critically attuned professional educators.

Universities in Aotearoa New Zealand are increasingly espousing a democratic ideology that has much in common with some social justice elements of the internationally agreed Sustainable Development Goals. This trend, however, also relates to the more international 'universal' characterisation proposed by Trow in 1973 in the context of university massification, that emphasised universities' role in helping societies to adapt to social and technological change, and their development from elite institutions. In exploring our democratic turn this article suggests that remnants of elite characteristics persist in our universities in the projected identity of our academics, and in our limited willingness to adapt our teaching to our changing roles. The article argues that such elitism may limit the role of university teaching in achieving social justice, and goes on to explore if future democratisation depends on the professionalisation of university teaching.

It was fundamental to Martin Thrupp's politics that he would work with teacher unions and assist them in their struggles against government policies that were anti-teacher and educationally unsound. I made contact with Martin even before he had arrived back in New Zealand to ask him to do a piece of work for PPTA and NZEI on standards for teaching. The Teachers Council had commissioned a paper from Australian researchers which advised them to prepare standards that we could see would be excessively detailed and compliance oriented. We wanted to argue for a different approach and needed support for this. He produced a paper in April 2006, soon after his arrival at Waikato University. It recognised the complexities of teaching, and the value of higher-trust approaches. From that time on, we found him an invaluable colleague. He showed that he valued the professional and industrial work of the union and was always keen to collaborate. The teacher unions need there to continue to be academics like Martin who will work with them and help provide the intellectual basis for their policy positions.

From the perspective of historical institutionalism, based on several critical junctures of the past half-century in China, this paper divides over 40-year history of China's teacher certification institution into four stages and elaborates on mechanisms and processes of critical junctures that impact even determine teacher certification institution reforms. The features of China's teacher certification institution are as follows: Its examination system is increasingly perfect; its direct accreditation depends more on graduates' quality rather than major categories; its history is a seesaw effect history between pedagogic and academic orientation of teacher education; teacher certification institution and normal specialty students' quality is the bottom line of teacher workforce performance under the open teacher education system; and the intersection between pedagogic and academic orientation of teacher education leads to the standardization and professionalization of teacher education in all respects.

This article explores external facilitation for school improvement; more specifically, it examines the practical work of external facilitators. It is based on a Swedish case in which facilitators at the Swedish National Agency for Education support low-performing schools. The article aims to develop knowledge about how external facilitators in their practical work both promote and prevent developed understanding and improvement capacity. Based on observations and documents, facilitators' endeavours and critical situations in their work to support school improvement are identified. The findings show five different endeavours to promote development of understanding and improvement capacity. However, they also show how taking ownership, simplification, and model focus, three of five identified recurring critical situations, prevent such development. The conclusion is that there are several aspects for external facilitators to balance to promote school improvement and turn around low-performing schools. When planning for external facilitation, it is important to consider how the facilitators' practical work can be adapted to the local contexts of those who are facilitated in order to promote their ownership of the processes. Without balance and adaptation, external facilitation can lead to deprofessionalisation instead of development of improvement capacity.

Since the COVID-19 pandemic, the South Korean government has initiated education reform in the national curriculum and teacher education. Teacher professionalism is considered crucial to the reform components of developing competencies and agency of students by policy elites at the Ministry of Education. Hence, this study uses the frame analysis method to examine the idea of educational change and teacher professionalism envisioned in the reform. It is found that the reform is framed by the urgent need to prepare for the uncertainties that Korean society may encounter in the post-COVID-19 era by developing capable human capital with strong competencies and agency and reducing societal inequity. To address these problems, policy elites expect teachers to provide student-centered instruction by developing professionalism in technology use to cultivate student competencies and agency. This study demonstrates the irony that while the policy elites call for improving teacher professionalism, it is expected to be attained by diminishing teacher autonomy and agency. Just as schooling is instrumentalized to serve the needs of economic growth and social stability, teachers are instrumentalized in the reform to attain externally determined policy goals, contradicting the original reform emphasis on enhancing teacher professionalism.

Internationally, professionalization has become a key policy strategy targeting quality improvement in early childhood education and care (ECEC), utilizing top-down managerial strategies including implementation of quality standards and increased workforce qualifications. Set against this backdrop, this study explored educators' accounts of their professional status and professionalism in their work. Data were collected from a representative sample of Australian educators (n = 98) participating in a national ECEC workforce study. Educator accounts were inductively and deductively coded, while statistical analysis examined association of codes with educator personal and professional characteristics. Educators overwhelmingly named their work as a profession, with three categories of explanation: purpose (educating children), qualification, and public opinions. However, analysis of educator accounts of their work practices, drawing on Moss's (2006) understandings of the ECEC workforce, found that less than half of the educators presented their roles as other than technical or nurturing/laboring. Degree qualified teachers were more likely than less qualified educators to define professionalization in terms of purpose and professionalism in terms of "autonomous decisions based on expert knowledge." Policy or practice: The study provides grassroots perspectives on professionalization and professionalism in ECEC and draws attention to three areas of misalignment between current policy and educators' views and practices that require attention.

Globally, vocational education and training (VET) is considered important for ensuring the supply of skilled labour to the economy and economic competitiveness but also for helping the next generation with the transition to working life and integration into society. However, despite this importance, there are no international comparative studies on the effectiveness of the very different VET systems. In March 2024, the Organisation for Economic Co-operation and Development (OECD) published the 'Analytical and Assessment Framework' for PISA-VET, an international study on professional competencies and employability skills in VET. In this paper, some of the lead experts that contributed to the framework provide an outline of the aims of the initiative, the target groups, the assessment approaches as well as strength and weaknesses to stimulate discussion in the scientific community. VISA-VET aims to deliver comprehensive data, inform decision making, facilitate peer learning between countries, and promote the image of VET, in general. Target populations are learners toward the end of their VET programmes in the occupational areas of automotive technicians, electricians, business and administration, health care, or tourism and hospitality. Assessment approaches to domain-specific professional skills are simulation-based questions, digital simulations, and live or recorded demonstrations. The professional skills assessments are expanded by the assessment of employability skills and comprehensive data collections on national contextual and system-level factors. This paper discusses the selection and breakdown of occupational areas, the various assessment approaches and possible supplementary studies. Its overall aim is to initiate a broader discussion in the scientific community about the design of and expected insights from PISA-VET.

As generative AI (GenAI) policies in higher education in Thailand have been introduced, inquiries regarding GenAI integration and adoption in teaching and learning have been raised. Delving into a relatively unexplored interdisciplinary area in this context, this study aimed to investigate students' responses towards the use of GenAI in academic and professional public relations (PR) writing, employing the Diffusion of Innovations (DOI) and the Technology Acceptance Model (TAM) frameworks. This qualitative study was conducted using semi-structured focus group sessions among native Thai PR major university students, with a workshop on GenAI prior to the discussion on its adoption. The findings revealed that all participants were aware of GenAI and most had utilized it for daily and academic purposes, but never in professional PR writing. Despite having positive attitudes towards its use after the trial, they recognized certain drawbacks and concerns and expressed some reservations towards adopting GenAI in their future academic and professional PR writing, rather in English than in Thai. Besides knowledge and perceptions, individual characteristics were also attributed to hindering GenAI adoption among some participants. Therefore, providing adequate resources and practical guidelines on appropriate GenAI use are crucial. Future research in other subject areas and languages is suggested.

The article establishes how a membership association, following shared and intersecting strategies around competency and professional recognition frameworks, extends research management and administration (RMA) professionalization. Computer-mediated design using asynchronous sources provided data for thematic, narrative analysis within an interpretive, qualitative approach. The Association was found to be an expert organization proficient in using boundary-spanning strategies that were shared systemically to advance RMA professionalization, specifically in the Global South. Individual research managers and administrators (RMAs) also may claim their experiential spaces more powerfully, even in contradictory academic domains where qualifications are prized. This is supported by an open-ended system, emblematic of the complexities of this day. The setting of standards for professionalization of RMA has secondary, yet targeted, impact on policies and practices of funding agencies and governments who invest in science and research. The study has surfaced the nature of boundary spanning within RMA professionalization focusing on competency and professional recognition frameworks, areas on which literature is mostly silent. The strategic credibility of creating systemic 'openness' across intersecting, yet distinct domains, has been posited.

In this research, the opinions of visually impaired professional music education students regarding distance education were thoroughly examined. As distance education has become a prevalent model in today's educational landscape, it is crucial to assess its effectiveness and sufficiency for students with special needs. The study focused on a diverse group of visually impaired students enrolled in both undergraduate and graduate programs in music education. Data were collected through semi-structured interviews, which allowed for in-depth exploration of the students' experiences and perspectives. These interviews were then analyzed using content analysis techniques, revealing key themes related to the students' educational experiences. The findings highlighted several significant deficiencies in the distance education model, particularly regarding accessibility. Many students reported difficulties in navigating online platforms and accessing course materials, which hindered their learning experiences. In response to these challenges, the research proposed various suggestions aimed at enhancing the distance education model for visually impaired students. Recommendations included improving the accessibility of online learning environments, integrating assistive technologies, and providing tailored resources that accommodate different learning styles. By implementing these changes, educational institutions can create a more inclusive and supportive environment for visually impaired students pursuing professional music education, ultimately fostering their success and engagement.

Professional organizations can play an important role in the lives and work of educators. The purpose of this qualitative study was to explore Alabama educators' experiences with membership in statewide professional organizations and to determine what benefits, if any, members feel their organizations provide them. Four main benefits that respondents identified were community, broadening of knowledge and practice, leadership opportunities, and personal growth.

Despite the expectation that work-integrated learning (WIL) experiences will provide a safe and inclusive learning environment for healthcare students this is often not the reality for sexually and gender diverse students. Heteronormativity and microaggressions experienced by sexually and gender diverse healthcare students, are rarely considered in the context of WIL. The experience of heteronormativity and microaggressions in the WIL setting requires sexually and gender diverse healthcare students to navigate disclosure decision-making in a power-laden context where all the available options carry potentially negative consequences, which should not be the case. This discussion paper explores the experiences of heteronormativity and microaggressions by sexually and gender diverse healthcare students, identifying the risks to this cohort. Heteronormativity jeopardizes the learning of healthcare students and their wellbeing, whilst also reinforcing deeply entrenched biases, in the form of norms about professionalism. Suggestions about how sexually and gender diverse students might respond are then presented.

International spouses, individuals who accompany a partner studying in a foreign country, are an important source of support for international students and scholars, yet many academic institutions overlook this population. Research indicates that many international spouses benefit from joining language programs; however, there has been no research on how to design such programs to support international spouses. By drawing on the theoretical constructs of investment (Darvin & Norton, 2015) and capital (Bourdieu, 1986), this study investigates the goals of international spouses, the relationship between these goals and English proficiency, and how international spouses perceived the language resources available to them. Semi-structured interviews with 15 (8 female, 7 male) international spouses in the U.S. revealed that the participants viewed English as relevant to their professional, social, and cultural goals, and that various factors influenced which ESL programs they joined. This study concludes with recommendations for designing programs to support international spouses.

Peer review is widely accepted as critical to legitimating scholarly publication, and yet, it runs the risk of reproducing inequities in publishing processes and products. Acknowledging at once the historical need to legitimize SoTL publications, the current danger of reproducing exclusive practices, and the aspirational goal to "practice what we preach" as SoTL practitioners regarding effective feedback to students, we argue for rethinking "rigor," developing more inclusive practices, and engaging in greater transparency in relation to peer review. To situate our discussion, we revisit foundational work in the development of SoTL and then offer an analytical framework informed by recent scholarship on redefining rigor and the emotional experience of receiving feedback. Using this framework, we propose a relational model of peer review and present two examples of efforts in which we have been involved as founding co-editors of the "International Journal for Students as Partners" to move toward greater transparency and inclusion in manuscript review processes.

Several studies have explored the uses and benefits of social media hashtag communities in higher education… Yet, more research is needed to examine communication structures and strategies for personal branding in educational social media hashtag communities. In other words, to understand the dynamics, characteristics, and strategies for faculty, university staff, and graduate students need to brand themselves professionally in social media hashtag communities. This research aims to explore social network structures, dynamics, influencer characteristics, and personal branding strategies of the #AcademicTwitter online community. X (formerly known as Twitter) data on #AcademicTwitter from 2021 were retrieved and analysed using social network and quantitative content analysis. Our study found that most of the recurrent users in the community were scholars (faculty and researchers) predominantly from the STEM field. However, the most influential users were media/fan pages (a profile account created for different purposes such as sharing tips in academia, publishers, etc.) and other professionals (freelancers or university staff). Our research sheds light on the current practice of disclosing specific teaching and research interests or expertise in social media bio profiles for personal branding, especially among scholars. Unique communication contexts such as social media hashtag communities still bring challenges to the dissemination of information, relationship building, and personal branding strategies. Our results also provide recommendations for scholars (faculty and researchers), graduate students, university staff, and practitioners to improve communication practices and personal branding strategies on social media hashtag communities.

This study explores the development of professionalism in using Educational Technology (EdTech) among Korean elementary English teachers amid the increasing integration of technology in English education. Employing the Grounded Theory methodology, the study involved in-depth interviews with nine Korean elementary English teachers experienced in using EdTech. It aims to identify their EdTech experiences, the elements constituting EdTech professionalism, and its developmental process. The study reveals that teachers' EdTech professionalism encompasses a proactive approach towards technology, continuous professional growth based on practice and reflection, and adaptation of teaching methods in response to evolving technologies and learner needs. It highlights the importance of teachers' self-directed approach, collaboration with other teachers, and the integration of pedagogical, content, and technological knowledge into their English teaching. The findings have implications for teacher education and the advancement of EdTech-utilized English education, suggesting new processes and directions for developing elementary English teachers' professionalism in the rapidly evolving landscape of educational technology.

Teachers' professional vision (TPV) is an essential contributor to enhancing the quality of teaching-learning processes thanks to its potential effect on teachers' self-reflective skills. This is of particular importance in Physical Education (PE), due to the fact that this subject presents different challenges and more dynamic situations compared to others. One of the latest approaches for enhancing TPV is video-based reflection, allowing teachers to observe and analyze recorded lessons. This research aimed to test the effect of a video-based reflection program on TPV in PE. Two teachers participated in a 3-step video-analysis program consisting of self-reflection, peer reflection, and expert feedback. Notable changes were found in TPV at the end of the 6-month intervention, both in terms of teachers' selective attention to classroom events and their knowledge-based reasoning. Our findings suggest that video-based reflection interventions could represent an important component of any teacher training program aiming to increase PE teachers' ability to evaluate and respond to a variety of in-class situations.

Clearly defined professional standards result in better prepared professionals who positively impact outcomes for children and families by ensuring an effective workforce. This article describes the evolution of early intervention early/childhood special education preparation standards from the on-the-job competencies of the 1960s to the historic 2020 Initial Practice-Based Professional Standards for Early Interventionists/Early Childhood Special Educators (EI/ ECSE Standards), in concert with the evolution of the profession itself. Influencing factors include (a) changes in federal legislation and policy, (b) ages and characteristics of children served, (c) growing knowledge of effective practices, (d) collaboration with other disciplines, and (e) ongoing advocacy for EI/ ECSE as a profession. The article concludes with a vision for using the EI/ECSE Standards to guide the future local, state, and national agenda of the profession around preservice preparation and accreditation, professional development, state and federal policy, cross-disciplinary collaboration, and standards-informed research.

In the current study, we focused on measuring the development of important professional attitudes, such as "compassion satisfaction" and "burnout." Students from four different colleges worked in teams to conceptualize innovative engineering products. During the ideation phase of their project, participants completed a Professional Quality of Life survey to assess metrics related to "compassion satisfaction" and "burnout." On average, the combined "compassion satisfaction" score was high for both medical students (42/50) and non-medical students (43/50). In terms of "burnout," 77% of medical students and 81% of non-medical students reported low "burnout"; the average "burnout" score for medical students was 19/50, and for non-medical students 17/50. Only one statement produced a statistically significant difference between groups. For the statement, "I am a caring person," only 31% of medical students self-described as being a very caring person 'very often' as opposed to 62% of non-medical students. Through this innovative curriculum project, faculty were able to measure the level of student "compassion satisfaction," and "burnout" for the students involved. Surrounded by the rationality of science, students learned to communicate and contribute to projects that supported a positive sense of contribution and effort, and a low perception of "burnout."

Virtual reality (VR) is an immersive innovative technology that can be used with occupational therapy students for bias training in preparation for fieldwork and clinical practice. The purpose of this study was to explore the use of VR as a complementary educational tool in bias and microaggressions (MA) training for entry-level occupational therapy students. We conducted a secondary analysis of data collected in an 8-week course on diversity, equity, inclusion, and professional skills with a total of 48 first-year entry-level occupational therapy students. We used eight simulated VR cases for all students. Data was collected using a mixed-method survey to capture the students' experiences with VR. The results showed that the majority of students found the VR module helpful in identifying bias and MA (n=47; 97.92%), enhancing their confidence to report bias and MA (n=48; 100%), offering opportunities to respond to bias and MA (n=39; 81.25%), and articulating why certain behaviors can be perceived as MA (n=45; 93.75%). Thematic analysis of qualitative data showed that the VR enhanced students' ability to detect bias and MA, and increased the sense of empathy, and ability to be an ally or advocate for targets of bias. The findings indicate that VR is an immersive, engaging technology that can be used for bias and MA training for students and potentially clinicians. It offers a private, inclusive, pressure-reduced learning space for students to learn about bias and MA in preparation for fieldwork education and clinical practice.

The purpose of the current study was to develop and validate the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning in pre-service teachers. Due to increasing opportunities to teach within online learning contexts where challenges were magnified during the COVID-19 pandemic, a reliable and valid instrument is needed to measure such motivational constructs. The Pre-Service Teacher Online Teaching Motivation Survey (PST-OTMS) underwent a thorough validation process resulting in a 31-item survey aimed at assessing pre-service teacher motivation for online teaching across four dimensions: (1) pre-service teacher self-efficacy for online teaching, (2) pre-service teacher perceptions of online teaching and learning, (3) online teaching professionalism, and (4) pre-service teacher anticipated administrative support for online teaching. The PST-OTMS demonstrated strong reliability and validity within the research context. Future research aims to widely administer the PST-OTMS to explore reliability and validity within additional settings and with a more diverse demographic.

Based on the analysis of the available literature, the competence of cooperation with parents can be defined as a construct of knowledge, skills, and attitudes that enables speech and language therapists to collaborate successfully with parents of children in therapy. This study aims to examine how speech and language therapists from Slovenia and North Macedonia assess their knowledge and skills necessary for cooperation with parents and what their attitudes are in general regarding the involvement of parents in speech and language therapy. For the purpose of the study, a questionnaire was developed to measure the competence of cooperation between speech and language therapists and parents in a sample of 110 speech and language therapists, including 62 speech and language therapists from Slovenia and 48 from North Macedonia. The results show that there were differences between Slovenian and North Macedonian speech and language therapists in self-assessed attitudes towards parental involvement but no differences in the domain of knowledge and skills. The interaction of country and years of work experience is significant for the knowledge domain. Attitudes about cooperation with parents are not affected by years of work experience, area of work, or additional professional training; only the country where the SLTs work has an impact. The competence of collaboration between speech and language therapists and parents varies between the two countries, but there is space for improvement in each domain. The findings of this study may provide a starting point for further research on the competence of cooperation between speech and language therapists and parents.

In this paper, the researchers use data from the tracer study to characterize the graduate's employment profile, assess the perceived contribution of the program to their personal and professional growth, evaluate the perceived effectiveness of the delivery of the graduate program, and explore significant dimensions of curricular program relevance toward employment success. Tracer studies are common in higher education to evaluate, using relevant metrics, the effectiveness of the curricular programs. The researchers employed a cross-sectional research design and analyzed the results from a tracer study conducted in a Philippine state university among its graduates in the Master in Management program from 2020-2022 using descriptive, open-coding, and principal component analysis techniques. The results revealed that pursuing graduate studies enhanced graduate's employment opportunities. The effective delivery of the graduate program contributes to the personal and professional growth of the graduates. Developing the graduate's personal skills is shaped by many factors encompassing people, problem-solving, information technology skills, meeting present and future professional needs, exposure to the local and international communities within the field of specialisation, critical thinking skills, salary improvement and promotion, and personality development. Improving the graduates' professional skills entails a strong foundation in the academic profession, research capability, learning efficiency, and communication skills. Indeed, the professional and personal growth of the graduates are the critical dimensions of curricular relevance. The graduates give a premium on the aspects of the curriculum that lead to their personal and professional development.

The objective of this study is to investigate the impact of implementing strategic management, lecturer professionalism, and controlling learning quality on student competency at private universities in Indonesia. The research utilized a sample size of 182 respondents, selected through a stratified random sampling method. Data were collected using structured questionnaires distributed to lecturers and students of private universities. The data were then analyzed using the Structural Equation Modeling technique, employing the Smart Partial Least Square application program to ensure robust and reliable results. The research findings indicate several key factors that have a positive and significant impact on student competency, lecturer professionalism, and learning quality control at private universities in Indonesia. Firstly, the application of strategic management, lecturer professionalism, and learning quality control all contribute to enhancing student competency. This indicates that a well-implemented strategic management framework, along with professional and competent lecturers, significantly improves student learning outcomes. Secondly, the implementation of strategic management and quality control of learning positively affects the professionalism of lecturers. This highlights the importance of strategic initiatives and rigorous quality control measures in fostering a professional academic environment. Thirdly, the implementation of strategic management has a positive impact on controlling the quality of learning. Effective strategic management practices ensure that educational institutions maintain high standards of teaching and learning processes. Lastly, the control of learning quality partially mediates the relationship between implementing strategic management and student competence as well as lecturer professionalism. This mediation effect suggests that quality control mechanisms are crucial in translating strategic management efforts into tangible improvements in both student and lecturer performance. These findings underscore the importance of strategic management, lecturer professionalism, and quality control in enhancing the educational outcomes of private universities in Indonesia. Future research could explore the specific components of strategic management and quality control that most significantly influence educational quality, as well as investigate these relationships in different regional contexts.

Purpose: This study investigates teachers' professional judgement about Russia's war on Ukraine as an unplanned, controversial classroom issue. Design: It employs 26 interviews with Russian teachers collected during the invasion's first month. Findings: The analysis identifies six situations and five teaching approaches that emerged in response to these, with varying degrees of student voice and political commitment. The inclusion of student voice is limited by perceived student passivity, lack of skill, and political disagreement with students. Satisfaction with the status quo, lack of social status, and fear of harming students were obstacles to pursuing political commitment. Research implications: By exploring the dynamics of depoliticisation in the classroom, this article adds to the literature on the co-construction of authoritarianism in Russia. It also highlights practices of resistance and 'everyday politics' stemming from teacher professionalism as a function of individual and structural factors.

Italy has recently and rapidly become a country of immigration with an increase in school contexts, especially of second-generation children, leading to the need to deal with the issue of inclusion. This contribution aims to enclose the scientific literature that addresses the inclusion of children with a migrant background within the national school context. After analyzing the ministerial documents and the literature that address this issue, the school context at the local level will be investigated, emphasizing the challenges that teachers must face within increasingly multicultural school contexts, in which they must cope with the numerous needs deriving from the relationship with CNI families and the management of cultural diversity at school.

In the field of higher education, there are two dominant strands of interpretation of criticality, either as a decontextualized skill of logical reasoning, or a sense of action within larger contexts more than mere cognition. This research offers a reclaiming and reimagining of criticality in universities as an affective process, highlighting the entanglement of social, discursive and material perspectives. This research takes a comparative lens to investigate undergraduate students' perceptions of criticality and institutional cultivation of it in a Sociology undergraduate degree in China and the UK, adopting a qualitative interview method. Differences were found between cultures regarding the level of engagement with a range of criticality-embedded practices, including field work, critical inquiry in class, group work, etc. Through the development of criticality in various activities, students' feelings towards it shifted with contexts. While placed within physical and discursive universities that convey a sense of professionalism, students in the study acknowledged the importance of criticality and proactively demonstrated it. However, the feeling towards showcasing criticality outside campus was two-fold. Whereas criticality can be associated with negativity in social interactions, its value is appreciated as it enabled students to reconstruct their identities into a more rational, tolerant and caring one.

The article discusses the organization of the educational process of railway university students in the target programs. A successful educational process will be effective if the training provided to students of the transport university is of an acceptable quality, which will lead to a high demand for a specialist. When participating in targeted training programs, the learning process can be optimized and structured within the educational framework, thereby placing emphasis on acquiring the necessary knowledge for future professional endeavors. The objective of the article was to examine how the minor program in the Mathematics discipline for students in targeted programs enhances their professional motivation. We propose to consider the characteristics of training in targeted programs by examining the training of students in the specialty 23.05.04 "Electric power supply of railways" at the Samara State University of Railway Transport. We believe that one way to organize the mathematical training of students in targeted programs is to use professionally oriented tasks. As the objective of the study pertains to the issues of specialized university education in the field of mathematics, the paper presents a task that is geared towards professionals for students enrolled in the targeted programs of this particular field. Furthermore, this approach to the study of mathematics yields a comprehensive understanding of one's professional pursuits, implying that the integration of the educational process is essential in the preparation of a railway transport specialist. The evaluation of the proposed methodology for the instruction of students in the targeted programs has demonstrated its efficacy.

Where should academic advising be housed within a college or university organizational structure? To assure that the academic is emphasized in academic advising, the most logical and appropriate location is within the academic structure of the institution, which means being placed as close as possible to the faculty and the curriculum. This approach allows academic advisors to engage in teaching, research, and community service just as their faculty colleagues do. Having academic advisors teach (in their offices and in classrooms), engage in research advancing the literature of academic advising, work with faculty to enhance curriculum when necessary, and develop policies and procedures that might enhance student success will move forward the professionalization of the field.

REDEVELOP is a graduate student training program funded by the NSERC-CREATE grant, starting in 2017. Its goal is to support the training of new professionals and researchers (> 100) who will be the next generation of science and engineering leaders and policymakers in Canada. The program has successfully developed a framework for operating almost completely virtually, well ahead of the world's transition to online learning due to the COVID-19 pandemic. Our psychology lab, The Individual and Team Performance (ITP) lab, has dedicated over a decade to researching and designing tools that enhance specific training and skill growth necessary for effective remote teamwork. In partnership with the REDEVELOP program, we support students in navigating the unique interpersonal and collaboration challenges posed by virtual team environments. We will discuss how a complex and multidisciplinary program succeeds in training graduate students to become stronger academics, practitioners, and communicators of knowledge. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Purpose: Vocational educators in many countries enter teaching as a second career and authentic occupational expertise is seen as essential to good quality VET. The changing contexts of VET and the growing diversity of its learning populations also demand the development of teaching expertise. This dual professionalism is related to a unique combination of an occupational and a teacher identity, however, prior, and mainly qualitative research from a limited number of VET contexts suggests that often one side of this duality prevails. Our study aimed to explore the professional identity of vocational educators in Hungary and to identify some of the factors that might influence its formation. Methods: We applied a mixed method design, conducting a teacher survey (N=138) and semi-structured interviews (N=12). The quantitative and qualitative strands followed a parallel design, exploring the same topics but identity views and the organisational context were studied more deeply in the interviews. In the survey, we measured professional identity through a direct question about its type as well as questions about the importance of specific goals and teacher competence areas in vocational teaching. We used statistical and thematic analyses to study our quantitative and qualitative data. Results: Most vocational educators in our study identified as both a teacher and a professional, though the type of identity varied by gender and length of occupational work experience. Perceptions about the main goals in teaching revealed vocation/outcome-focused and student/education-focused goal orientations influenced by gender, qualifications and work experience, while our qualitative data also showed the impact of school culture and the wider socio-economic context. The goal orientations identified in the survey were more balanced for those with a dual identity, and they correlated with perceptions about the importance of different teacher competence areas, which were most influenced by whether or not the educator had obtained a pedagogical qualification. Conclusion: Our findings showed that although most vocational educators also in Hungary claim to have a dual identity, they often prioritise the development of occupational expertise as they believe it is what gives them credibility that is seen as essential to "good VET". Considering the significant impact we have found of teacher education and continued work in the occupation on identity views, it seems of utmost importance that policy and schools recognise and support the development of both occupational and teacher expertise, to ensure a balanced dual identity that seems best suited for vocational teaching.

Many models of professional thinking exist within occupational therapy, but the relationships among reasoning, reflective practice, and evidence-based practice as essential skills for practice are not clear. Because occupational therapy educators impart these skills to students, understanding how educators conceptualize relationships among skills is necessary. We used Delphi methodology to explore educator conceptualizations of the relationships among clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Inclusion criteria were: an educator in an occupational therapy program for at least three years at the master's level or higher, currently an occupational therapy educator based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Participants agreed that the four skills are reciprocally related to one another, with some discrepancies surrounding differing conceptualizations of clinical and professional reasoning. Additionally, relationships were understood to be non-linear and complex. Continued exploration of how these essential skills are related to one another is needed to support future exploration of how they are integrated in occupational therapy education and how this influences practice.

Promoting pre-service teachers' development of professional dispositions through purposefully designed learning experiences may be middle level teacher education's most important contribution to a novice's development from student to teacher. The 2022 Revised Middle Level Teacher Preparation Standards explicitly address this expectation in Standard 5, with Component 5.d noting that middle grades pre-service teachers should become "continuous, collaborative learners who demonstrate knowledgeable, reflective, critical perspectives on their teaching." This article offers detailed illustrations of the approaches one middle grades teacher education program used to intentionally select professional dispositions to target in early coursework and teach those dispositions to candidates. Approaches included: anticipating administrator expectations for inservice teacher behaviors; developing course norms based on those expectations; viewing interviews with local administrators about the importance of professional dispositions; analyzing job application reference forms for teaching positions in local districts; self-assessing on numerous behaviors that operationalized targeted dispositions; and setting goals for future dispositional growth. Recommendations for middle level teacher educators seeking to strengthen their program's work to support candidates in building professional dispositions are discussed.

Assistive technology (AT) supports engagement for individuals with disabilities by improving independence in daily living tasks, work and productive activities, learning activities, and societal participation. However, for many individuals, access to AT is limited due to high costs, device availability, and inability to be customized. The Maker Movement and hackathons provide an opportunity to educate health profession students, design students, and community members about AT while engaging these stakeholders in addressing unmet AT needs for individuals with disabilities. The current study examines outcomes from an Intercollegiate Assistive Technology Hackathon. Nine co-designers (community members with disabilities) and 36 students from three universities participated in a seven-day hybrid voluntary hackathon to develop a client-centered and contextually relevant custom solution for a daily living challenge. Students, co-designers, and stakeholders gathered virtually to review the ten project pitches. Student preferences were identified, and event co-chairs curated teams. Hack teams collaborated virtually and in person at university-sponsored maker spaces to further define the challenge, ideate possible solutions, develop a prototype, test the prototype, and, in some cases, create a final product. Each team developed a collaborative solution. Personal and professional growth was reported by 95.2% of the student respondents. Solutions and additional outcomes are discussed and recommendations for future hackathons are shared.

Research indicates that United States healthcare workers face significant burnout. College is a crucial period for preparing occupational therapy assistant (OTA) students to manage life balance, stress, and burnout as they transition into the workforce. However, there is limited understanding of these factors within this population. This study examined the relationship between OTA students' life balance and their perceived stress and occupational burnout, considering variables such as employment status, residential status, years of study, and age. A cross-sectional Qualtrics e-survey was administered to OTA students aged 18 and older, comprising a demographic survey, Life Balance Inventory (LBI), Perceived Stress Scale-Short (PSS-4), Single-Item Measure of Burnout (SIMB), and open-ended questions regarding students' perceptions of factors affecting their life balance. Results from 200 OTA students revealed an occupational imbalance with an overall LBI score of 1.99 (on a scale of 1-3, with 1.5 - 2.0 considered unbalanced). There were also significant differences among the LBI subscales. The study found moderate, inverse relationships between students' life balance, perceived stress, and occupational burnout. No significant differences were observed across residential status, employment status, years of study, or age. Activities such as exercise and sleep were associated with positive life balance, while lack of sleep and insufficient relaxation time were perceived as detrimental. Findings suggest that addressing life balance and implementing strategies to mitigate stress and burnout are critical for their well-being and professional success. Further research is warranted to develop targeted support programs for OTA students.

The aim of this study is to investigate and analyse interpersonal communication as a prominent issue in modern educational practice. The authors employed various general scientific research methods including analysis and synthesis, the comparative method, as well as the inductive and deductive approaches. Additionally, a theoretical analysis of relevant research by other scholars was carried out in the final stage of the study. Throughout the research, the authors identified different types of communication and barriers to effective communication. Furthermore, three aspects of a teacher's speech culture were identified. This study explores the educational perspectives within the field of educational science and the emerging scientific concept of educational acmeology in global educational research. The focus on educational acmeology addresses the objective of enhancing teachers' psychological and educational skills, professional competence and the interplay between education and psychology. The findings contribute to the development of professional and scientific relationships among teachers as a result of successful acmeological practices. The practical significance of this research lies in its potential application to examine interpersonal communication as an acmeological problem in contemporary educational settings.