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The digital pivot of 2020-21, which moved teacher education online, created a catalyst for teacher educators to develop their digital literacies. This paper reports on a Collaborative Inquiry which sought to examine the factors which influenced teacher educators' digital skills during this time. Additionally, this paper aims to address the need for research on digital technology in teacher education, as previous studies have reported that some student-teachers feel ill prepared to engage with digital technology in their practice. In seeking to examine the factors which influence the development of teacher educators' engagement with digital technology, this research adds to knowledge and understanding in this area, informing professional learning provision for teacher educators with digital technologies. The Technology Pedagogy and Content Knowledge (TPACK) model was used to examine the ways in which teacher educators were influenced in their practice and what impact this had on their experience. Analysis highlighted how the positioning of teacher educators within the framework influenced their experience of teaching online. The lived experiences of teacher educators when using technology for teaching online moved beyond their understanding of content, pedagogy, and technology, and highlighted the importance of context. Relationships, wellbeing, and emotional factors influenced engagement with digital technology as it mediated social practices. The findings add to knowledge and understanding of teacher educators' engagement with digital technology and have implications for professional development. [ABSTRACT FROM AUTHOR]

The recent review of the Scottish professional standards for teachers, led by the General Teaching Council for Scotland, offered a unique perspective to interrogate participative approaches in policy‐making in the Scottish education context and to provide insights and implications for future policy‐making. Using one of the authors’ experiences as a General Teaching Council Scotland Officer during the review of the professional standards, this paper conceptualises the consultation process as a form of democratic governance, using Sørensen and Torfing's framing of the four anchorage points that enable democratic legitimacy in governance networks. This perspective places policy‐making within a governance structure that is created by networks that interact, overlap and are entangled with each other, implying a decentralised form of governance. An analysis of the stages of the review process demonstrated that it was participatory. However, there was an over‐reliance on the established policy‐making community. In addition, authentic participation was restricted as choices were limited by the metagovernor. We argue that Sørensen and Torfing's anchorage points for democratic legitimacy allow an interrogation of the extent to which policy‐making in Scottish education is authentically democratic and conclude by offering a framework of critical questions for more transparent democratic participation in future iterations of similar professional standards reviews. [ABSTRACT FROM AUTHOR]

In Scotland, as with many other countries, the requirement to promote pupil health and wellbeing is the responsibility of all, yet little is known about how early career teachers learn to meet this responsibility. This two-year study followed five secondary school teachers from their Professional Graduate Diploma in Education (PGDE) year to the end of their first year in school as probationary teachers. A narrative approach was adopted to explore how participants’ conceptualisations of health and wellbeing developed over time, and to gain insight into what contributed to this development. Data were collected through semi-structured interviews. Following this, and guided by the work of Rodríguez-Dorans and Jacobs, narrative portraits were constructed for each participant. The narratives revealed that participants’ conceptualisation of health and wellbeing deepened between the PGDE year and the end of their induction year. In particular, participants developed a broader understanding of relationships through their induction year, with greater attention paid to their role, and the role of other teachers, in developing positive relationships. Furthermore, across both contexts, the participants revealed that the process of learning how to promote health and wellbeing was multi-faceted and complex, with various life experiences and different schools adding to this complexity. For the future, we recommend that teacher educators working in the domain of health and wellbeing begin with the teachers – exploring their personal and professional identities – past, current and future, and the various ways they connect with their lives and learning in schools. [ABSTRACT FROM AUTHOR]

Objective: Imaging for staging ovarian cancer is important to determine the extent of disease. The primary objective of this study was to compare gated 18F-fluorodeoxyglucose positron emission tomography coupled with computed tomography (FDG PET/CT) and standard CT scan with intravenous contrast to diagnose thoracic involvement in patients with advanced ovarian cancer prior to treatment. The secondary objective was to estimate changes in the International Federation of Gynecology and Obstetrics (FIGO) stage and clinical management resulting from gated PET/CT., Methods: The IMAGE trial is a non-randomized phase II clinical trial comparing standard CT scanning with gated PET/CT in diagnosing thoracic involvement in a non-selected group of patients with suspected ovarian cancer on a contrast CT scan. Three sets of PET images were obtained comprising an ungated 2 min whole body image, a static 7.5 min image of the upper abdomen and thorax, and a gated end-expiratory image over the upper abdomen and thorax. Images were evaluated for specificity, sensitivity, diagnostic accuracy, and the proportion of patients with changes in FIGO stage and subsequent clinical management was compared between imaging techniques., Results: A total of 84 patients were enrolled based on a standard CT scan, 67 of whom were eligible for gated PET/CT scans. Diagnostic accuracy with gated PET/CT was more than 80% for lesions in lung, liver, extra-abdominal sites, and pleura, but less than 50% for extra-abdominal lymph nodes. Compared with CT scan at baseline, 46% of patients who had 7.5 min gated PET/CT had disease upstaged from stage III to IV, and 8% had disease downstaged from stage IV to III. However, this led to a change of management in only 5% of patients., Conclusions: Gated PET/CT enables upstaging; however, in our institution it altered clinical management only in a minority of patients., Trial Registration Number: NCT02258165., Competing Interests: Competing interests: AO reports grants, personal fees, and other funding from SurgicalPerformance Pty Ltd, and grants from Medtronic, not directly related to the subject of this manuscript. AO reports consultancy fees from Baxter Healthcare Australia and New Zealand and Astra Zeneca Australia, not directly related to the subject of this manuscript. In addition, AO has a trademark licensed to SurgicalPerformance Pty Ltd. All other authors declare they have nothing to disclose., (© IGCS and ESGO 2024. No commercial re-use. See rights and permissions. Published by BMJ.)