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Professional, social, and cultural issues and phenomena of veterinary practice are now established areas of commentary and interest in research, education, professional publications and even in the mainstream media. Despite the availability of theoretically informed literature in diverse relevant domains and disciplines including professional practice, workplace learning, and medical sociology and anthropology, commentary and research on veterinary practice issues and phenomena remains dominated by clinician-educators and clinician-policymakers. Reflecting the clinical disciplinary traditions, there is a resulting over-representation of individualistic, positivist perspectives and under-theorized research studies. In this paper we provide an interdisciplinary theoretical framework for veterinary practice and veterinary professional identity grounded in a practice theory perspective. We begin by arguing for the need for such a framework by scoping veterinary practice in its contemporary social context. We go on to provide a sociocultural framing of veterinary practice, underlining the mutual constitution of individuals and the social world through participation in practices and taking into consideration important concepts including knowledge, institutions, ethics, and embodiment. We assert the importance of professional identity as a core phenomenon of veterinary practice, constituted by making meaning of professional practice experiences, especially through narrative and dialogue. This practice theory framework for veterinary practice and veterinary professional identity development provides rich opportunities for understanding, researching, and enacting diverse activities and phenomena, especially learning, development and change within and beyond formal educational settings.

Abstract Microsatellite genotyping is an important genetic method for a number of research questions in biology. Given that the traditional fragment length analysis using polyacrylamide gel or capillary electrophoresis has several drawbacks, microsatellite genotyping‐by‐sequencing (GBS) has arisen as a promising alternative. Although GBS mitigates many of the problems of fragment length analysis, issues with allelic dropout and null alleles often remain due to mismatches in primer binding sites and unnecessarily long PCR products. This is also true for GBS in catarrhine primates where cross‐species amplification of loci (often human derived) is common. We therefore redesigned primers for 45 microsatellite loci based on 17 available catarrhine reference genomes. Next, we tested them in singleplex and different multiplex settings in a panel of species representing all major lineages of Catarrhini and further validated them in wild Guinea baboons (Papio papio) using fecal samples. The final panel of 42 microsatellite loci can efficiently be amplified with primers distributed into three amplification pools. With our microsatellite panel, we provide a tool to universally genotype catarrhine primates via GBS from different sample sources in a cost‐ and time‐efficient way, with higher resolution, and comparability among laboratories and species.

This paper reports on the perceptions of university teachers of two consecutive disruptions: moving to a new learning management system that was immediately followed by the COVID-19 pandemic. The purpose of this research was to understand the role of planned and unplanned disruptions in facilitating or hindering the transformation of teaching practices. Through the lens of practice architecture and five analysis cycles, interview and survey data were interpreted. Findings demonstrate that what matters in teaching is human engagement as academics came together and supported each other during the pandemic crisis. To maximise the benefits of disruptions, academics need to act with agency and purpose and perceive disruptions as an invitation for change. Future studies should investigate the longer-term impact of disruptions on self-owned teaching practices, teacher agency and creative teaching.

In order to graduate as professional engineers in Australia, engineering students undertake internships as part of their degree programmes. The heart of a productive internship programme is the relationship between the workplace supervisor and the student, yet there are significant gaps in the knowledge about the nature and type of professional learning that takes place for industry supervisors. The aim of this research is thus to develop a clearer understanding of their practices and perceptions of their student supervision, and the types of learning that take place. This study was conducted with industry supervisors of students from the Faculty of Engineering and IT in an Australian university. It adopted a qualitative research approach using semi-structured interviews and an online survey. The data were analysed through the lens of practice theory perspectives. Our results show that learning was generally confined to the learning of students. Supervisors generally did not position themselves as potential learners in the internship experiences. The deeper understanding gained from this study calls for more purposeful, relational and values-based learning practices in supervisor-student interactions.

The way we interpret texts in hermeneutic research has evolved from guidelines for interpreting biblical texts to engaging in question and answer conversations with the aim of finding mutual understanding, to challenging reached mutual understandings and finding meaning beyond the dialogue partners' understanding. We present a progression and blending of different hermeneutics from the fusion of horizons approach of GADAMER's philosophical hermeneutics, through the GADAMER-HABERMAS debate to explore the interface between interpretive and critical approaches to text interpretations, to arrive at a research strategy that was created out of this debate. This strategy, critical transformative dialogues, emphasises a) a deep understanding of the phenomenon being researched as well as b) a sceptical stance to this newly found deep understanding and c) the value of dialogue in transcending a fusion of understandings to achieve transformative action. This strategy is explored in a project in the health sector in which the phenomenon being investigated, as well as the research approach, created emancipatory dialogues in practice. URN: urn:nbn:de:0114-fqs090169