Search

This article explores how teacher education operates within market-organized environments. We argue that the forces of the market have acted "against institutional isomorphism" in teacher education, as evidenced by the emergence of new graduate schools of education (nGSEs), which are a new population of teacher preparation providers. We suggest that nGSEs are animated by logics based on highly-specialized missions, alternative funding models, and membership in powerful networks that set this population apart from others within the organizational field of teacher education. We also argue that there is remarkable variation and diversification "among" nGSEs, which has resulted in highly specialized "teacher preparation niches" that distinguish each nGSE from other members within the same population through mission-specific branding, publicity, and funding, which in turn prompts increased demand for specialized programs. Finally, we suggest that although nGSEs have been shaped in many ways by the forces of the market, most of them are "not completely dominated by market logics." Rather, most combine elements of the logic of markets with elements of other powerful logics, forming "hybrids" that create tensions, some of which are highly productive, prompting rapid organizational evolution, including name changes, reorganizations, and new partnerships.

In professional healthcare training programs, field experience after physical courses is essential for students to become professionals. However, the outbreak of the pandemic has restricted such field experience, and so students' problem-solving awareness when facing clinical emergencies in a professional field after graduation has become a critical issue. In conventional teaching, video-based instruction with case-based learning sheets is usually adopted for healthcare training. In this teaching mode, students generally lack opportunities to experience the process of dealing with authentic cases, and hence might be unable to immediately judge and solve problems when entering the workplace. To enhance students' critical thinking and problem-solving awareness, the present study proposed a reflective cycle-based virtual reality (RC-VR) approach to provide a realistic environment and enable repeated practice. To examine its effectiveness, this study adopted a quasi-experimental design and applied it in a healthcare training program for risk assessment of maternal labor. The results indicated that the proposed RC-VR approach effectively enhanced students' learning achievement, sense of presence, critical thinking, and problem-solving awareness in comparison to the conventional teaching approach.

The 2022 U.S. Supreme Court decision in Dobbs v. Jackson Women's Health Organization overturned reproductive, health, and abortion rights for women. Using the NASW Code of Ethics, a course assignment is offered for students to examine the professional, ethical commitment and responsibility of social workers to advocate for these rights and reproductive justice for women. Practical ideas for incorporating content examining ethics into coursework in higher education are examined. An advocacy practice and policy model is provided and examined for consideration and use for advocacy when promoting reproductive rights and justice for women. The course assignment centers on the work of Freire (1970), as students work in small groups to identify generative themes in relationship to the NASW Code of Ethics and reproductive and health rights and justice for women. Practical and useful follow-up considerations, assignments, and takeaways are offered for assessing student learning in relationship to the course assignment.

As concerns for reproductive rights continue to be debated across the United States, the June 24th, 2022, U.S. Supreme Court ruling in the Mississippi case of Dobbs v. Jackson Women's Health Organization that overturned Roe v. Wade essentially upended the disciplinary foundations and ethical underpinnings of helping professions. The Council on Social Work Education (CSWE) does not mandate the integration of reproductive justice content in social work education. And yet, threats to bodily autonomy burgeon across the United States prior to and after the dismantling of Roe v. Wade, affecting the populations social workers serve. The time has come to talk about, not around, reproductive justice in social work education as well as how social workers are being subverted from using their professional training and ethical commitment to clients. It is the intent of this article to explore approaches for safeguarding professional values and ethical principles during these sociopolitically tumultuous times.

On June 24, 2022, the U.S. Supreme Court issued the "Dobbs v. Jackson Women's Health Organization" decision, overturning 50 years of protected abortion rights in the United States. The decision directly impacts the way social work educators address current social issues that relate to bodily autonomy and social justice. This paper used mixed methodology to collect quantitative and qualitative survey data from MSW students to explore how they perceive the overturning of "Roe v. Wade," how the topic was covered in their social work courses, and receive recommendations on how it should be taught. Constructivist Grounded Theory and Thematic Analysis were used to code for reoccurring and emergent themes. Findings indicate that students believe the "Dobbs" decision was not discussed enough in social work courses, that students believe reproductive justice discussions should be grounded in NASW values, and that students view the "Dobbs" decision negatively. Student suggestions for teaching reproductive justice are to focus on educational information, try to avoid politics, and set a civil classroom tone. The aim of this research study is to elevate the voices of students as educators grapple with navigating how the "Dobbs" decision impacts micro- and macro-level curriculum.

The prime purpose of the current research is to explore the impact of training and development programs for University library professionals in Sri Lanka. The research adopted the quantitative research method, where the data were collected through a structured questionnaire from 132 respondents. The collected data were analyzed using MS-Excel and Statistical Package for Social Sciences (SPSS), where the descriptive statistics, Analysis of Variance (ANOVA), correlation, and regression analysis were carried out and showed significant results. The analysis finding revealed that the training and development programs have a constructive impact on organizational performance. Also, the findings revealed a significant relationship between training and development and organizational development and self-development. The paper emphasizes the requirement of training and development programs for the library staff in the University libraries of Sri Lanka. The research findings would proffer useful guidance for organizations in Sri Lanka to offer better library services.

Social work education is at a crossroads with the release of the 2022 Educational Policy Administration Standards (EPAS, 2022), which emphasize anti-racist practice. To teach anti-racist social work one must be prepared to use anti-racist pedagogical practices and be supported to do so institutionally. Freire (2020) proposes that education be a tool of liberation through the use of dialogue and attention to power dynamics. To this end, instructional making about the use of dialogue can help create liberatory classrooms. The concept of dialogic pedagogy (Alexander, 2018; Alexander, 2020) is used in education to support the development of language and critical thinking in students. Although it has yet to be applied extensively to higher education and the social work classroom, dialogic pedagogy has clear connections to social work and the potential to better prepare students for anti-racist practice. In a dialogic classroom, language between students and instructors is carefully attended to based on the following principles; purpose, cumulation, support, collectivity, deliberation, and reciprocality (Alexander, 2018; Alexander, 2020). This paper describes and endorses dialogic pedagogy as a framework to support anti-racist social work pedagogy and discusses the implementation of this framework in terms of faculty support and training.

While films are popular as teaching tools in social work education, to critique social inequalities, horror films have not been the conventional genre. This teaching note describes the creation and deployment of a course that uses horror films to address social justice issues as part of different critical reflection, which is linked to practice wisdom. The author describes the structure of course, readings, activities, and reflections for expanding the use of this genre and well as limitations. The use of horror films can be a useful and salient tool to engage students to draw upon social constructions of what it means to be fearful or scared, and teach about infractions to human nature from a social work perspective. Broad implications are discussed, including other genres and the availability of resources to replicate this course in other settings.

Multi-componential models of translation competence are widely used in translator training as a yardstick for curricular and syllabus design. These models must be adapted to reflect professional trends, such as the impact of artificial intelligence, and machine translation in particular, on working methods. This paper describes the process of adapting a pioneering model of legal translation competence to the broader scope of institutional translation in light of recent trends, as verified by triangulating information from multiple interviews, analyses of translation volumes and job descriptors and other professional inputs. The resulting revised descriptor was validated through a survey of 474 translation professionals from 24 international organisations of diverse sizes and domain specialisations. The suitability of the descriptor was corroborated across the board, but variations were found in perceptions of the relevance of sub-competences to ensure translation quality. Profiles with a stronger specialisation in legal translation or more experience in institutional translation showed higher awareness of the relevance of all the sub-competences, especially the core language, strategic and thematic competences, and even more so for translating texts of a legal or administrative nature. The implications of these findings for training purposes in particular are discussed.

Although home visiting is growing as a service for families with young children, the field does not adequately prepare the home visiting workforce, and higher education courses on home visiting are rare. Many home visitors are prepared through higher education as teachers, social workers, or nurses, which provides knowledge but few of the skills needed to collaborate with families to support their children's development, revealing a need for focused pre-service preparation for home visiting. We conducted a qualitative study to (1) describe the present state of preparation in higher education and (2) propose recommendations for strengthening home visitor preparation via higher education. Focus groups (N = 43) were conducted at conferences that included some focus on early childhood home visiting. Individual interviews (N = 11) were conducted parallel to focus groups. Participants were faculty and administrators in higher education or home visiting related professionals. Using thematic analysis, three major themes surfaced: (1) learning, training, and awareness in higher education; (2) blending of a myriad of skills in home visiting; and (3) unification and support needs. Our findings emphasize the need for higher education to provide professional preparation for careers in home visiting. We offer recommendations to meet this need. [This paper was written with the Collaborative for Understanding the Pedagogy of Infant/Toddler Development (CUPID).]

The idea of reflection has become more and more pervasive in higher education in recent decades, particularly -- but not only -- in teaching and learning and in the professional disciplines. But what does it mean, how has it been applied and what does it add? This article explores the history and development of the idea and assesses its place in contemporary higher education. The critiques of its increasingly prominent place are reviewed, and it is concluded that it may be time to re-assess the use of reflection in higher education.

This study promoted professional learning and agency through a pragmatic formative intervention. Participants sought to change professional practices in classrooms in response to critical reflection on pedagogic practices and wider social concerns. Australian researchers collaborated with teachers and teacher educators from Nepal, informed by cultural-historical activity theory (CHAT). Change Laboratory methods identified a contradiction between heavy curriculum content and pedagogies that were regarded as educationally desirable and socially just. Participants developed eight principles to help teachers enact high-quality, inclusive pedagogies. One group linked this to the idea of MicroProjects, a solution for time-pressed teachers that could embody all eight principles. They worked with teachers in a nearby school to develop and implement MicroProjects across the Grade 1-12 curriculum. The paper traces a cycle of expansive learning actions, revealing how committed, activist research methods promoted teacher professional learning and agency in challenging contexts of the Global South, shifting from "what is" towards "what ought to be."

This study investigates the impact of the Giving Voice to Values curriculum on student confidence and the likelihood they will act when presented with an ethical conflict. Students in Advanced Financial Accounting courses at two different universities completed cases that present ethical dilemmas in the workplace. In comparing pre- and post-test survey responses, we find students are more confident and more likely to act when encountering unethical practices in the workplace. In addition, we extend the literature in the field by assessing the validity and impact of the 12 underlying assumptions which form the foundation of the pedagogy. These findings are important as the GVV methodology can provide accounting educators with an effective way to integrate ethics into their curriculum. The value of using GVV is that it complies with calls for international accounting education in professional values, ethics, and attitudes by providing an integrated framework to address these standards.

Universities are increasingly focused on preparing graduates with strong disciplinary and interdisciplinary skills to increase student employability. In accounting education however, the development of employability skills remains a concern among graduates and employers. One strategy for enhancing employability is to engage students in industry-based experiences through work-integrated learning (WIL). This paper introduces a novel, industry-led WIL experience embedded in an Australian university's accounting and financial planning curriculum and investigates students' perceptions of employability skills developed through this intervention. In this WIL experience, industry professionals workshopped multidisciplinary skills and provided feedback to students following a simulated work-based scenario. Data was analysed from student surveys and reflections and showed that students perceived this approach as effective for developing employability skills such as teamwork and communication and for aligning theory to praxis. This paper supports endorsing alternative WIL models and industry collaborations in accounting education to enhance graduate employability skills.

This paper re-examines the tension between professional and liberal education by revisiting "The Idea of the University" (1852), the seminal mid-nineteenth century treatise of John Henry Newman. In returning to Newman's classic text, we are interested in the significance of his lectures for a contemporary Higher Education increasingly under pressure to be 'useful:' on this understanding, 'useful' denotes an arguably limited and utilitarian sense where the university guarantees its students a well-paying job on graduation. In pressing on this distinction between 'the useful' and 'the useless' -- a distinction that continues to plague discourse on the contemporary university -- our paper focuses on the experiential and pedagogical aspects of education that find recurring emphasis in Newman's classic work: aspects of "place," of community, and of the teacher-student relationship.

Interprofessional education is a key component of preparing health professional students to become collaborative practice-ready graduates. In the design and delivery of activities, educators seek ways to enhance student participation and learning with the goal of developing students' collaborative practice capabilities. Traditionally, learning formats have largely maintained a clinical focus to enable students to learn with, from and about each other's roles as health professionals. In recent years, escape rooms have emerged as an innovative teaching approach within interprofessional education. Utilising gamification, escape rooms require students to work collaboratively, employing teamwork, communication, conflict resolution and problem-solving skills to 'escape' a set scenario. This article explores our experience of using escape rooms as an interprofessional education strategy. Additionally, we report on trialling a non-clinical focus within the activity as an alternative means of educating students for collaborative practice.

Energy literacy is a developing field of research and practice that provides a comprehensive way of understanding how energy functions in the universe, on the earth, and in our social and personal lives. This literature review, building on an increasing momentum of research across various disciplines, outlines current energy literacy scholarship focused on a range of educational contexts (i.e., K-12, higher and post-secondary, teacher education and professional programs, and informal education). This review aims to show how energy literacy serves as a multifaceted way of developing knowledge and experiences about energy, which is an integral part of environmental and sustainability education, and that links to educational research and scholarship that supports energy transition in society more broadly.

As the United States' first disability-specific leadership academy in state government, the Leadership Academy for Excellence in Disability Services is a year-long competency-based training experience designed for employees who manage programs that impact the lives of Tennesseans with intellectual and developmental disabilities and their families. The Tennessee Department of Human Resources, in collaboration with the Tennessee Council on Developmental Disabilities, began implementing this program in 2017. The lasting impact of such a training experience on the practices of state employees once they complete the program is not known; this was the aim of the study. A follow-up survey examining graduate perceptions and outcomes was sent to 71 graduates; 48 completed the measure. The results reveal an increase in knowledge of disability service systems and a perceived ability to lead and advocate for others. Leadership competencies deemed most important to graduates' current efforts in state government included developing direct reports, managing diversity, organizational agility, and innovation management. Graduates' written comments cited the variety of subject matter experts, networking opportunities, and small group projects as fundamental in breaking down barriers to cross-agency collaboration in their disability work. The impact of this experience continues to be seen years after completing the leadership academy.

This article is a narrative case study of language provision for trainee mathematics teachers on a one-year initial teacher training course: a Postgraduate Certificate in Education in London, England. It draws on Heugh's (2018) (Conclusion: Multilingualism, Diversity and Equitable Learning: Towards crossing the 'Abyss'. in The Multilingual Edge of Education 2018 (pp 341-367) Palgrave MacMillan) description of Functional Multilingualism; Muscovitch's (2015) Academic Literacy in Mathematics for English learners in The Journal of Mathematical Behaviour, 40, 43-62) to intertwine the development of professional language repertoires with the praxis of school mathematics pedagogy; and digital multimodal literacies to promote writing, professional language repertoires and critical language awareness. It models practices and tasks designed to improve outcomes in the Postgraduate Certificate in Education course and address the lack of confidence felt by trainee teachers when teaching multilingual classes. These develop safe spaces that allow for sharing of school practicum experiences and is a context for discussion of race literacy and other aspects of diversity and inclusion referred to in the Equalities Act (2010). Drawing on innovation over a four-year period (2017--2021) the case study provides a variety of starting points to develop consistency within the many initial teacher training routes leading to Qualified Teacher Status and for collaboration between schools and Higher Education Institutes during further two years of school-based training required in England before final recognition as a fully qualified teacher.

Contribution: This study contributes to understand the current state of electronics education in Brazil, comparing it with market demand for professionals in the context of Industry 4.0 (I4.0). This study can be used to improve and update education programs and disciplines, as well as to assess whether the graduate's profile is aligned with the needs of Brazilian industries. Background: The effects of I4.0 have created an industrial environment that requires new professional skills and knowledge. Electronics was one of the most affected industries, mainly due to the rise of the Internet of Things (IoT). To prepare professionals to act in this new environment, technological education must be constantly updated. Research Questions: How are educational institutions preparing to teach electronics, particularly reconfigurable logic and microcontrollers, in the context of I4.0 and IoT? How does professional education in the field of electronics in Brazil align with market demands? Methodology: To collect and analyze data for this study, survey and multivariate analysis techniques (discriminant, exploratory factorial, and multidimensional scaling) were used. The sample included 89 Brazilian university professors who teach digital systems and have academic backgrounds in electrical, electronics, or related fields. Data from the survey and Brazilian industries were used in joint analyses. Findings: The lack of material in Portuguese for reconfigurable logic and laboratory preparation for IoT training are among the most critical factors in the Brazilian scenario. Despite the fact that professors consider logic is important for students' technical training, 34.8% reported that it is not taught in their institutions. The reality of educational institutions in terms of laboratories for the I4.0 was rated zero (worst level of evaluation on a scale from zero to ten) by 14.6% of respondents.

Whether corporations voluntarily reduce their negative impacts on the environment and society depends upon management advocacy. As future corporate leaders, accounting students will have a critical advocacy role, but they have been taught that shareholder value should not be sacrificed to reduce the externalized environmental and social costs caused by corporations. We believe accounting students are unable to break through the shareholder value maximization doctrine without understanding threshold concepts of corporate externalized costs and revised conceptualizations of corporate ownership and corporate governance. This paper proposes a new Environmental, Social, and Governance (ESG) Learning Model that accounting instructors can employ to understand the threshold concepts. Threshold concepts are reconstitutive and fundamentally change students' worldviews so that new understandings may emerge and advocating for ESG initiatives becomes possible. The paper concludes with instructional strategies aligned with three pedagogical modalities to help students absorb the ESG threshold concepts.

The "Culturally Nourishing Schooling" (CNS) project is focused on whole-of-learning community efforts that aim to improve the educational experiences and achievements of Aboriginal and Torres Strait Islander learners. The project supports school-based professional learning strategies, broad school or system-level initiatives and deep engagement with local community, including students and their families. One of the professional learning strategies in the project is a 2-day intensive curriculum-focused workshop, which ran for the first time in 2021 within urban, regional, and remote school settings across New South Wales, Australia. The first day of the curriculum workshop introduces teachers and local Cultural Mentors to three analytic frameworks that they utilise to appraise curriculum resources available in the public domain. The curriculum resources appraised are all examples of curriculum designed to support educators with embedding an Indigenous knowledges focused National Cross-Curriculum Priority into their curriculum. On the second day of the workshop, teachers are tasked with appraising and revising a curriculum unit of work that they or colleagues have planned for the upcoming teaching semester. The curriculum workshop culminates with the revised teaching and learning resources being presented to the full group of workshop participants, and subsequently each teacher is asked to write a reflection about the curriculum work that they have engaged in. For this paper, data analysis draws on 'three sensibilities' that invite enacting a form of onto-epistemic heterogeneity. These sensibilities are multiplicity, horizontality and dialogicality. This analytic undertaking simultaneously explores the entanglements, and grapples with the possibilities, of re-imagining curriculum and related pedagogical practices that seek to 'delink from the colonial matrices of power'.

Purpose: Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator's importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity. Design/methodology/approach: Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers. Findings: The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed. Originality/value: The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual's scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

The Recognition of Prior Learning (RPL) is a process by which achievements gained through work or other experiences can be formally recognised and accredited in higher education. It has a role to play in providing accelerated routes for mature students and is particularly relevant to part-time learners. Despite studies showing the potential transformative effects and the benefits to retention, RPL remains a marginal activity. It is suggested that RPL assessment processes themselves may constitute a barrier to take-up and there has been a move to reconceptualise RPL as a distinctive specialised pedagogy for mediating knowledge sharing across boundaries. This paper contributes to this body of work through a study of RPL participants who were academics seeking credit for a postgraduate award. The research uses actor-network theory (ANT) to understand how and why they approached the RPL task in the way that they did. By understanding how things happened and how effects come into being it was possible to develop an RPL Translation and Transfer (RPLTT) model and typology that provides a heuristic for RPL design in practice contexts.

Educators worldwide are seeking innovative teaching strategies for engaging remote learners. This study explores the impact of an online role-play on students' perceptions regarding Interprofessional education (IPE) and the usage of online role-play as a pedagogic approach. An online role-play for introducing fundamentals of IPE was organised as an activity during the monthly discussion forum of Foundation for Advancement of International Medical Education and Research (FAIMER) fellowship at one of the regional centres in India. After the role-play, the six role-players provided a written semi-structured reflective feedback while 22 observers responded to an open-ended questionnaire. The obtained data were qualitatively analysed using an inductive approach. The role-player's reflections highlighted pre-requisites, strengths and challenges of an online role-play, whereas the observers reported an appreciation of the value of online role-play in learning interprofessional competencies. This study highlights online role-play as an innovative approach to remotely introduce the tenets of IPE.

When a deaf or hard-of-hearing child enters a classroom with an interpreter, the goal, and sometimes the assumption, is that they will be granted full access to the classroom experience. This study focuses on the clarity and completeness with which critical elements of classroom discourse are conveyed through the interpretations of 40 educational interpreters. Elements studied include conveyance of main ideas, directions for assignments, relevance strategies, orienting commentary, participation solicitation, mental state reference, and semantic organization. The interpretations clearly and completely conveyed approximately one-third to two-thirds of the information (M = 48.6%) related to these elements of classroom discourse. Frequent omissions and alterations rendered large parts of the message markedly different. Results suggest a need to improve training of educational interpreters, increase communication between teachers and interpreters, provide students supplementary services, and heighten awareness that the interpretation process is fallible in ways that can impact access to classroom discourse.

The 2011 Budget Control Act eliminated the in-school interest subsidy for graduate and professional students borrowing under the Stafford Loan Program. As a result, starting on July 1, 2012, graduate and professional students borrowing Stafford Loans became responsible for the interest accruing during their in-school deferment period. This study assesses the effect of this de-subsidization on students' compositional attributes (e.g. gender, ethnicity, income), borrowing behaviors (e.g. extensity or participation in and intensity or magnitude of borrowing), total annual amounts borrowed, sources of lenders, and anticipatory effects (i.e., changes in borrowing behaviors based on the knowledge of policy change before this policy was implemented). To address this goal, we relied on repeated cross-sectional data drawn from three iterations of the National Postsecondary Student Aid Study. We found evidence of compositional changes that signaled a reduction of white and an increase of first-generation in college for graduate students. We found no evidence of declines in student loan participation; however, we found anticipatory effects with about 45,000 (6%) graduate and professional students maxing out their allowed Stafford amounts before July 2012, a strategy that allowed graduate students continuing graduate school enrollment to be grandfathered this subsidy into the new policy era. Although debt burden increased by 3.86% post-policy, effect heterogeneity tests indicated that law students decreased their total debt amounts by 18.8%, with 83% of this reduction resulting from borrowing less from Stafford loans.

Background: Cultivating staff's professional English has become an imperative and challenging issue in English as a Foreign Language (EFL) countries. English for medical professionals is also the common language around the world for publishing new medical knowledge or reports. Therefore, Medical English for Health Professionals (MEHP) is a crucial required professional training program in nursing education. Its purpose is to improve nursing students' professional English so that they can directly understand the clinical medical information related to patients, thereby reading the latest international medical knowledge and participating in research themselves. Objective: The MEHP program is commonly conducted in a large-scale class using the lecturing approach, which is a passive learning mode lacking opportunities for individual students to experience learning contexts and to receive advice and guidance from the teacher. To solve this problem, the present study proposed a motivation model-based professional English gaming approach. Method: To verify the effects of the proposed approach, a quasi-experiment was conducted in an MEHP program of a university to explore the effects of the approach on nursing students' learning achievements. In addition, the higher and lower achievers' behavioural patterns, as well as their perceptions of the learning approach, were investigated. Results and Conclusions: The results showed that the motivation model-based digital gaming approach improved the students' professional English achievements in the "application" dimension as well as their positive perceptions of learning professional English more than the conventional learning approach. Moreover, when learning with the proposed approach, the higher achievers revealed more positive behavioural patterns than the lower achievers. The main contributions of the study are the proposal of a motivation model-based digital gaming approach, and showing the effectiveness of the proposed approach in helping trainees gain a deeper understanding of professional English and facilitating their positive learning behaviours in a course for medical English.

Purpose: The purpose of this paper is to adopt the theory of planned behavior to close the entrepreneurial attitude-intention-behavior gap in the entrepreneurship field as well as test the key moderators of the entrepreneurial process, starting from entrepreneurial attitude and intention to behavior to engage in entrepreneurial activities -- namely, entrepreneurship education. Design/methodology/approach: The research used a sample of 2,566 students from 16 universities in Vietnam. First, Cronbach's alpha and confirmatory factor analysis have been used to test the reliability and validity of scales. Then the coefficient paths in the conceptual framework were tested through structural equation modeling, and indirect associations were estimated via the PROCESS bootstrapping approach. Findings: The research illustrated that both attitudes toward entrepreneurship and entrepreneurial intention serve as the central antecedents in the formation of entrepreneurial behavior. Also, when students are more entrepreneurially educated, the linkage between attitude toward entrepreneurship and entrepreneurial behavior was hypothesized to become stronger, yet the relation between entrepreneurial intention and behavior was weakened. Practical implications: This research suggests useful recommendations for educators and policymakers to encourage university students' favorable attitudes toward entrepreneurial activities, their intention to engage in them and their subsequent entrepreneurial behavior. Originality/value: This research is expected to make a significant contribution to the entrepreneurship literature by closing the entrepreneurial attitude-intention-behavior gap as well as enriching our understanding of the influence of entrepreneurship education on the entrepreneurial process. Importantly, this research reveals that entrepreneurial education significantly moderates the effects of attitude toward entrepreneurship and entrepreneurial intention on entrepreneurial behavior.

This paper aims to understand the impact on student learning of redesigning an elective substance use course with the intent of contextualizing the topic by modeling a structural critical lens. In addition, we look at how this shift impacts students' approaches to working with clients who use substances. Secondary data from student course evaluations were used to determine themes. The findings reinforce the value of a social work approach, the need to rebalance individual and society's responsibility for substance use, the necessity of a critical structural lens, new skills students learned, and the existing gaps students have identified in relation to integrated substance use practice.

While there is mounting research on the well-known white founders of social work, documentation of Black social work pioneers and their contributions is scarce -- in both social work education and the broader telling of the profession's history. Given the systemic exclusion of Black social workers in the dominant narrative of social work history, there is a critical need to understand how social work education perpetuates and centers whiteness in the teaching of historical and contemporary social work. This article uses Critical Race Theory to interrogate the role of racism and white supremacy in maintaining the Eurocentric hegemony undergirding the pedagogical and epistemological canons of social work. Moreover, the authors call for a radical shift from social work's white- centered discourse and curricula to an equitable praxis, centering Black social work pioneers and their contributions to the profession. Implications for decolonizing pedagogy and anti-racist practice in social work education are also discussed.

The present study aimed to develop an analytic assessment rubric for the consecutive interpreting course in the educational setting in the Iranian academic context. To this end, the general procedure of rubric development, including data preparation, selection, and refinement, was applied. The performance criteria were categorized into content, form, and delivery. Two groups of participants, experts, and students were recruited to establish the rubric's validity and reliability. Based on the statistical analysis, the developed analytic rubric was established as a valid tool for use in the Iranian academic context of consecutive interpreting assessment. The proposed rubric may provide novice trainers with a more objective and systematic tool for consecutive interpreting assessments.

Demand for cybersecurity professionals from industry and institutions is high, driven by an increasing digitization of society and the growing range of potential targets for cyber attacks. However, despite this pressing need a significant shortfall in the number of cybersecurity experts remains and a discrepancy has emerged between the skills introduced through education and those required in professional settings. In this article, a political, economic, social, technological, legal, and environmental (PESTLE) analysis was utilized to explore the factors impacting cybersecurity education in Europe. The PESTLE analysis enabled the categorization of factors affecting cybersecurty education and skills and allowed for cybersecurity professionals to assess the relevance of the factors at a national-level and European-level. Utilizing the concept of modularity from social network analysis, the interconnectivity of factors was also considered. Finally, a European-level stakeholder survey was conducted to verify the findings. As a result of the above process, a lack of societal awareness of cybersecurity was identified as a major challenge to education, along with a lack of EU-level certification. It should be noted that significant differences between factors perceived as impacting cybersecurity education were found between countries suggesting a need for local solutions to the problem.

The purpose of this research is to study the moderating role of organizational support on the relationship between social support and self-employment intentions of professional and technical education students. A total of 418 valid responses were used for data analysis. SPSS AMOS version 24 and Process Macro version 4.2 were used to test the proposed hypotheses. The direct relationship between social support and self-employment intentions was found to be strong and significant. The moderation analysis shows that at the higher level of organizational support, social support has a significant positive impact on the self-employment intentions of the students. Subsequently, as the organizational support is lessened, the relationship becomes non-significant.

Contemporary professional landscapes in classical music fields are rapidly changing and younger generations of musicians are confronting their creative careers, more often than not in connection to self-employment and freelancing. This narrative inquiry investigates the pathways and livelihoods of composers in a changing professional ecosystem through interviews with 10 bigenerational composers in Finland. The analysis is presented in three "factional stories," in which the empirical material is crafted into "fictional form" by an anonymous first-person narrator. The stories depict how the secure, traditional careers of the older generation are found to be bound to traditional orchestras and ensembles, whereas the protean careers of the younger generation of composers involve passionate pathfinding amid pluralizing ecosystems, within but also beyond traditional contexts and through various collaborations. The younger composers are expanding significantly, or consciously distancing themselves from, the traditional model and values of a contemporary composer. Competition is found to be increasing and professional education described as too short and insufficient in its concentration on technique--this does not provide new understandings and skills beyond traditional composing craft needed for navigating the profession and securing livelihoods. Although similarities are found in the pathways of both composers' generations, such as strong career callings and experiences of luck, the "struggle" for a composer to find a place in society is more strongly experienced by the younger generation, for which the development of an ongoing "learner identity" is required to embrace--and not resist--such a challenge. As a whole, the study provides a new understanding of composers' pathfinding through changing ecosystems and suggests that traditional and protean music careers co-exist--even within a single person--while they can also be clearly separated from each other. The study informs higher music education programs in Western countries.

Pedagogical knowledge has been identified as an essential factor for impacting the learning, behavioral, and social emotional outcomes for children with disabilities, particularly students with emotional disturbances (ED). There are many professionals in and out of the school environment who work with children with ED. Oftentimes, these professionals are required to have specialized knowledge and skills. Unfortunately, they acquire these skills and knowledge separate from each other. Therefore, this 5-year interdisciplinary project funded by the U.S. Department of Education, Office of Special Education Programs (USDOE, OSEP) was designed to enhance the skills and knowledge of special education teachers and social workers regarding students with ED. The purpose of this study was to explore participants' perceptions of interdisciplinary teacher preparation. The study adopted a basic qualitative (i.e., content analysis) design. Each question was analyzed to capture the emerging categories. The results for each question are discussed in detail. Some recommendations for teacher educators and practitioners are provided.

This study examines the phenomenon of English-medium instruction (EMI) in higher education through the lens of neoliberalism and linguistic entrepreneurship. Although commonly reported benefits of EMI include improved English proficiency and better job opportunities, there is a lack of research critically examining the relationship between EMI and these presumed benefits. Through the lens of linguistic entrepreneurship, this study compares engineering students' perceptions of the linguistic and professional benefits of EMI before, during, and after study in Turkey. Employing a mixed-methods design, data were collected from prospective, current, and former students via questionnaires, interviews, and focus groups. The findings revealed significant differences between groups regarding perceptions of learning and professional outcomes. This paper demonstrates how students' perceptions of EMI are shaped by the ideals of linguistic entrepreneurship and suggests that the professional benefits of EMI may be more nuanced than assumed, with implications for EMI pedagogy and policy in higher education.

Professional learning at work is related to the opportunities to participate in explorative and constructive practices. Co-designing tools and technologies to support work offers such opportunities, which need to be better understood in the field of professional and vocational learning. As digitalisation initiatives become more ambitious and aim at wider service reorganisation, more professionals from nontechnical domains become involved in the work of designing technologies and developing routines for their practice. This study explores how health professionals participate in the design of a technology for the registration and sharing of patient information across healthcare units in a Norwegian city. Over a year, we observed the design meetings with a team of health professionals and IT developers. The health professionals were mandated this task as part of their regular work to ensure that the way of categorising and displaying patient information would serve the services' needs. The interactions in the design meetings were analysed to examine how categories of patient information were explored and negotiated as objects of design. Our findings show how the team needed to test candidate categories for various contexts of use. This implied both negotiation of future service routines and efforts to reconfigure tasks and responsibilities in multiple service contexts. This work brings extended responsibilities and opportunities for learning to health professionals. We discuss how their decisions are consequential beyond their own workplace as the information system and its categories condition the work of colleagues in the wider service chain.

Sail training is described as an educational endeavour where participants are required to adapt to an unfamiliar physical and social environment, acquire new skills (maritime and domestic), and confront personal challenges (e.g. going aloft, dealing with seasickness). It shares many of the philosophical underpinnings of adventure education, where personal and social growth is believed to be achieved through challenge and working as a team. Sail training has a focus on educational experiences "through" the sea rather than "for" the sea--thus practitioners need a combination of maritime and people management skills. This study looks at the motivation of crew to engage in sail training, the challenges they face, and what they believe would assist them to perform their role. This study contributes to the growing research on the professional development needs of 'incidental' outdoor educators and makes recommendations to address some of the challenges they face.

Professionals are increasingly involved in attempts to understand and address problems with wicked tendencies, which require crossing boundaries between disciplines, organisations and stakeholder perspectives. This multiple-case study investigated six higher professional education courses in order to develop better understanding of how teachers foster the development of students' boundary-crossing expertise through enhancing relevant learning processes in courses focusing on wicked-problem-solving in interdisciplinary and multi-stakeholder contexts. We viewed students' relevant learning processes as learning mechanisms that foster boundary awareness (identification and reflection) and boundary work (coordination and transformation) and considered teachers to be enablers of such learning processes. Data came from semi-structured interviews with teachers, students and stakeholders, observations and document study. We identified nine interrelated enabling strategies teachers used. To foster students' observation of wickedness through boundary awareness, they encouraged mutual acquaintance, open exploration, opportunities for learning, and multi-perspectivity. To foster students' action through boundary work, they encouraged initial contact, joint action and multifaceted perspectives on value creation. To foster the interplay between boundary awareness and work, they encouraged successive refinement and structure while embracing wickedness. Balancing the tension that students experience at boundaries when navigating complexity, uncertainty and value divergence was identified as an important element of these enabling strategies.

Social work education has increasingly integrated simulated learning, yet there is a scarcity of quantitative syntheses on its effects. This systematic review and meta-analysis examines the effectiveness of simulated learning in social work education based on outcomes from using either live standardized clients (SCs) or virtual clients (VCs). The study indicates a significant positive effect of simulated learning, regardless of client type (SMD = 0.95; 95% CI = 0.61 to 1.29). Subgroup analyses suggest that such learning is more effective with Masters of Social Work students, when utilizing VCs, for mental health assessment learning, in smaller classes, and in recent studies. These findings enhance the evidence base supporting the use of simulated learning in social work education.

The 2022 Educational Policy and Accreditation Standards (EPAS) from the Council on Social Work Education (CSWE) definitively identifies anti-racism as a necessary component of social work education. This change supports an effort to ensure that coming generations of social workers are more than culturally competent, but rather actively anti-racist in their practice across the micro, mezzo, and macro spectrum. While some social work programs have already embraced anti-racist education, many still have significant work to do. The fact remains that every accredited school will be required to make this shift to stay in compliance with CSWE accreditation once the newly ratified EPAS comes into effect. Although changes are expected of social work schools/programs, guidance on how to make such changes has been scarce. This paper provides an overview of what is meant by "anti-racist social work education" and why it is important, inclusive of emphasizing the difference between rhetoric and praxis. Based on a narrative review of the literature related to social work schools/programs in the U.S. and Canada that began incorporating anti-racism prior to EPAS 2022, suggestions for encouraging strategies within both the implicit and explicit curricula that align with anti-racist social work education are offered.

During COVID-19, sudden field placement cancellations impelled schools of social work to find immediate means to support students in the completion of practicums remotely, whilst accreditation standards had yet to be re-articulated and permitted adaptations were unclear. Early "panic-gogy" moved to strategic development of new field pedagogies that build institutional resilience during times of crisis. The social work practicum learning portal (PLP) is one such pedagogy. Designed by Canadian field education faculty and created by community social workers, this series of online modules engages students in experiential learning by simulating the ways students learn in practice. During periods of disruption, the PLP expands access to field placement hours using digital technology and helps equip students for remote practice.

This article aims to elaborate multiple dimensions of ethical perception in professionalism and introduces novel didactic viewpoints on educational routes through which professionals learn and develop the moral competencies essential to praxis. Results are discussed from recent innovative research projects on professional didactics, education and work practice. The article explores new research pathways through which to learn and develop professional ethics for teachers and social educators in collaboration between several agents in the field: students, teachers and educational leaders, as well as public institutions. Through lifelong learning trajectories, professionals are enabled to skilfully confront ethical challenges in reality, to develop concrete ethical perception and discernment based on practical wisdom, here defined as pedagogical phronesis. Based on a synthesis of empirical findings and theoretical perspectives, we argue that an interchanging dynamic between subjective experiences and dialogical learning constitutes several dimensions of tacit practical wisdom, which is accentuated in the perception of practice. These are: (1) the existential-phenomenological dimension, (2) the life-historical dimension, (3) the dimension of inter-relational competence, and (4) the social dimension of learning. Our findings have significance and applicability for policymaking, professional training, and educational development, as well as wider research projects on professional learning and development.

There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches' perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches' learning and implementing multiple 'reflective conversations' with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches' understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching.