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Objectives Ventilator management in prehospital settings using end-tidal CO2 can lead to inappropriate ventilation in the absence of point of care blood gas (POCBG) measurements. Implementation of POCBG testing in helicopter Emergency Medical Services (HEMS) is limited in part because of concern for preanalytical and analytical errors due to altitude, vibration, and other associated environmental factors and due to insufficient documentation of implementation challenges. Methods We performed accuracy and precision verification studies using standard materials tested pre-, in-, and post-flight (n=10) in a large HEMS agency. Quality assurance error log data were extracted and summarized for common POCBG errors during the first 31 months of use and air medical transport personnel were surveyed regarding POCBG use (n=63). Results No clinically significant differences were found between pre-, in-, and post-flight blood gas measurements. Error log data demonstrated a reduction in device errors over time. Survey participants found troubleshooting device errors and learning new clinical processes to be the largest barriers to implementation. Continued challenges for participants coincided with error log data including temperature and sampling difficulties. Survey participants indicated that POCBG testing improved patient management. Conclusions POCBG testing does not appear to be compromised by the HEMS environment. Temperature excursions can be reduced by use of insulated transport bags with heating and cooling packs. Availability of POCBG results in air medical transport appeared to improve ventilator management, increase recognition of ventilation-perfusion mismatch, and improve patient tolerance of ventilation.

This article seeks to shed light on the meanings healthcare practitioners attach to practicing interprofessionally and how interprofessional relationships play out in "everyday" practice. It draws on findings from a hermeneutic phenomenological study of health professionals' lived experience of practice, interpreted in relation to Martin Heidegger's concept of a path through the dense forest which leads to an open space where there is no predefined path to follow. Analysis of data from in-depth, semi-structured interviews with 12 health professionals from medicine, midwifery, nursing, occupational therapy, physiotherapy, speech and language therapy, and social work suggests that health practitioners come upon the clearing having walked their own track toward practicing interprofessionally. Our argument is that when: getting to know others; genuine dialogue; trust; and respect are in play, a spirit of interprofessional practice flourishes. The ontological view presented, sheds light on the nature of the relationships and the personal qualities that foster a spirit of interprofessional practice in these human-to-human interactions. It highlights how health practitioners need to be free to enact their humanity; to move beyond the "professional" pathway, which encourages them to leave "who they are" at home.

Interprofessional practice is commonly discussed in the literature in terms of competencies. In this study we move away from the theoretical notions of criteria, concepts and guidelines to adopt an ontological approach which seeks to stay as close to the lived experience as possible. Our research asked 12 participants from a variety of health disciplines to tell their stories of working interprofessionally. We sought to glean meaning from the lived experience. Our phenomenological hermeneutic approach and interpretation were informed by Heidegger and Gadamer. Rather than offering a thematic overview, in this article we share three stories from the research that were congruent with other stories. The first, told by a doctor, is of a resuscitation in an emergency department. It shows how the effective working together of the interprofessional team was more than each member following a resuscitation protocol. There was ‘something’ about how they worked together that made this story stand out, even though the patient died. The second story showcases how ‘who’ the person is makes a difference. This nurse makes an effort to get to know other staff as people, to find common interests. In such a way interprofessional practice comes to flourish. The third story shows how a physiotherapist and a psychologist joined in conversation to seek innovative possibilities for a challenging situation. In such a way each built on the others expertise and were excited at the success they achieved for the patient. From these ontological accounts we have come to see that interprofessional practice flourishes when practitioners are their authentic, caring selves. Who the person is matters.

Interprofessional practice is recognized as essential to providing patient-centered, collaborative and high quality care, contributing to optimal health outcomes. Understandings of how best to cultivate practitioners able to 'be' and 'become' interprofessional remain problematic. To advance that understanding, this hermeneutic phenomenological study addressed the question: 'What are health professionals' experiences of working with people from other disciplines?' In-depth, semi structured interviews with 12 health professionals from nursing, occupational therapy, physiotherapy, speech and language therapy, medicine, social work, and midwifery were undertaken using a conversation style. Three unifying themes revealed things which appear to be at the 'heart' of interprofessional practice; the call to interprofessional practice, working in a spirit of interprofessional practice and safeguarding and preserving interprofessional practice. This paper focuses on the first two themes. The findings contribute to a deeper understanding of interprofessional practice as a way of being that extends beyond known and measureable skills and knowledge, to dispositions and qualities. Dispositional qualities come from within a person and what they care about, and from experiences that shape their understandings. This study points toward interprofessional practice as being about a spirit. Who people are, what they bring and how they act is what matters.

It is clear that healthcare policies internationally recognise the need to ensure graduates entering the health and social care professions apply and practise knowledge and skills beyond theoretical knowledge learned at university, and implement newly acquired compe-tencies (Higgs, Andresen & Fish, 2004). The development of these competencies differs in accordance with local cultural and environmental demands as this learning is context-based in the community of practice (Dahlgren, Richardson & Sjostrom, 2004). Peers, role models,mentors and supervisors can significantly influence the quality of learning (Goldenberg &Iwasiw, 1993; Ajjawi & Higgs, 2008; Johnsson & Hager, 2008).It has been said that successful adaptation relies on social learning and active participation in reflection, and feedback from reliable others to judge actions and decisions (Regehr & Eva,2007). Self-directed learning, critical thinking, reflective practice, adaptability and flexibility are highlighted as skills for lifelong learning (Barr, 2002; Smith & Pilling, 2007), and development of these skills in the practice environment during this critical transition time facilitates graduates’ successful progression to the workforce (Smith & Pilling, 2007; Johnsson & Hager, 2008).Research into best practice in interprofessional education (IPE) and its sustainability is ongoing (Reeves, Zwarenstein, Goldman, Barr, Freeth, Hammick & Koppel, 2009; Forman,Jones & Thistlethwaite, 2016). As nurses are described as healthcare leaders who“spearheadorganisational change and systems improvements and teachers and mentors who prepare the next generation of direct care providers, educators, and nurse scientists”(Institute of Medicine,2009, p. 5), it is vital that nurses both participate in and lead interprofessional collaboration in all aspects of their roles.This chapter will therefore outline the differing approaches being taken internationally.Four case studies from different countries will be described, which collectively provide examples of how interprofessional collaboration fits with the country’s health education pri-orities and cultural perspectives, the research which is being undertaken and how interpro-fessional curriculum is being developed and delivered.

It is one thing to write a curriculum for a professional doctorate with a graduate profile that talks of practice-change and leadership development. Our experience of initiating the Doctor of Health Science in 2002 was that it was all too easy to fall back on the PhD mindset. It took inspiration from the literature, and pioneering candidates, to show us how this programme could be distinctively different from a PhD. We tell our story to reveal both challenges and possibilities. We see that all our candidates have a focus on bringing change to practice. Some do this through research ‘on’ practice, others by research ‘in’ practice, and then there are those caught up in the research/practice nexus. We believe a professional doctorate programme has potential to significantly grow the candidate into a leader of practice-change.

Aims and objectives To generate a substantive theory that explained recovery from hip fracture from the perspective of older adults and find out how they managed it. Background Hip fracture is a well-researched phenomenon. The perspective of how older adults recover from hip fracture has been examined least of all. Patients spend less time in hospital following injury and generally recover in their home setting. Design A Glaserian grounded theory approach was used for this study. Methods Semi-structured interviews (n-21) were conducted with older adult's post discharge following hip fracture. Data were collected, analysed and theorised using the grounded theory methodology. Results Older adults recovering from hip fracture were restored back to normal through a process in which they continuously balanced regaining of physical and social functioning against reasserting usual psycho-social behaviours within different contexts. Importantly, the older adult's personal recovery process starts within the acute setting once the person regains physical functioning, especially regaining mobility. From this point onwards, older adults will respond to health professionals, instructions and interventions in many ways. The responses will be based on their developmental life stage to enable them to counter the diverse expectations placed on them by health professionals, social networks and their self-beliefs. Conclusion Nurses need to understand that older adults will recover in their own way following discharge, often re-interpreting health information to fit their own situations.

Aim To make the discussion and practice of corneal donation the norm in our hospice. Method Baseline data showed that tissue donation was not discussed in the hospice with only one donation during the previous three years. Following Improving Quality Together (IQT) methodology the percentage of eligible donors with whom corneal donation had been discussed before death and the number of referrals for donation was chosen as the measures to achieving the aims. These were recorded weekly. Interventions included educational sessions for both doctors and nurses, developing a referral flow chart and adding a prompt to the electronic clerking template which set a flag within the record for patients expressing the wish to donate. A weekly report of the measures was generated using the reporting tool within the electronic patient record and plotted on run charts. Results The average percentage of eligible patients dying at the hospice per week who were offered the opportunity to discuss corneal donation rose from an average of 10% over the first four weeks to 92% over the final four weeks. Over the first eight months of the project 50 referrals were made resulting in 29 donations from the hospice. In the preceding 3 years, only one patient had been referred. Lessons learnt Teach by example: Observing senior clinicians discussing corneal donation was most likely to change practice; Share resources and learning; Involve senior leaders early; Include family early; Early formal MDT education programme is essential. Conclusion This ongoing IQT project has had a huge impact on practice at the hospice. Patients’ wishes to donate has become part of the language of handovers. We aim to share our learning and resources across all Welsh hospices and increase the number of patients given the opportunity to become donors should they wish.

Introduction The involvement of practitioners in the teaching and supervision of medical imaging technology students is central to students' learning. This article presents an overview of a learning partnership initiative, reinforced by an online platform to support students' learning and their medical imaging technologist supervisors' (MITs) teaching within a clinical learning environment in a New Zealand context. Methodology Data were generated through a series of fourteen collaborative action research focus group meetings with MITs and student MITs. Results The findings revealed that a robust relationship between a student and their MIT partner gave students an ‘anchor' for learning and a sense of belonging. The online platform supported the relationship and provided an effective means for communication between students and their MIT partners. The relationship was not one-directional as it also supported the enhancement of MITs' practice. Conclusions The recommendations from the study suggest learning partnerships between MITs and student MITs will be valuable in supporting teaching and learning respectively. MITs need to be better supported in their teaching role to enable them to make a greater investment in students' learning. A redistribution of funding for clinical education needs to be considered to support the MITs' central role in teaching medical imaging students.

This study has been prompted by a concern that the term intercultural understanding (IU) has appeared in English curriculum policy texts in order to address macro issues with scant pedagogical attention to its effective implementation at the micro level in the modern foreign languages (MFL) classroom. The article investigates pupils' perceptions about the development of IU in the English Key Stage 3 (Years 7–9) MFL curriculum. It is based on the premise that if we are to develop appropriate intercultural languages pedagogy for this age group (i.e. 11–14), it is vital that we explore and discover the perceptions and experiences of the targeted learners. We present the empirical findings from a questionnaire-based survey (N = 765) and group interviews (N = 5) with Year 9 pupils in different types of state schools (single sex and mixed comprehensive and single sex grammar) in the north west of England. By applying and extending Barrett's SSCM model (2007) we demonstrate how factors such as school type, gende...

This paper reports on a study that investigated teachers’ perceptions about the significance of intercultural understanding (IU) in the modern foreign languages (MFL) curriculum. The research was conducted in the wake of a National Curriculum revision in 2007 in England that for the first time listed ‘IU’ as one of the four key concepts underpinning the study of languages in the Programme of Study. In contrast to other writers who frequently explain MFL teachers’ attention to intercultural learning as a consequence of their (lack of) knowledge about intercultural languages theory or pedagogy, or as the result of contextual factors, our findings suggest that the significance attached to IU seems to be profoundly affected by the interests, personalities and life experiences of individuals. This finding emerged from a qualitative study involving semi-structured interviews conducted with 18 teachers in 13 secondary schools in the North-West of England between May 2008 and June 2009. We illustrate our point by...

In this autoethnography I provide a reflective-reflexive account of my search for an(other) identity following my move from my native Bavaria to North West England. It is a story of contradiction and uncertainty, which addresses issues of national identity and cultural adaptation. I offer a human portrait of how I experienced the interaction of agency and structure in my endeavor to become British and how I became embroiled in a moral, ethical, and emotional turmoil of conflicting imperatives. The key themes, through which I make explicit the struggle to create a coherent narrative of my self in relation to experiences of belonging, difference, and attachment in social, cultural, and political spaces, are departure and arrival, border crossing, and a disoriented self in transit. In presenting this multilayered account, I employ the technique of performance frames in the form of three literary categories, epic, drama and lyric, through which I revisit critical events and elucidate the gradual process of bringing my innermost feelings and thoughts to the surface. By weaving a rich tapestry of evocative, analytical, and theoretical materials I make explicit the complexities involved in autoethnographic research. Through inviting others to embark with me on this inner journey, I seek to assist those who find themselves similarly suspended in liminal spaces and to engender empathy and understanding among those who act as hosts toward border crossers like myself. Ultimately, I hope that my autoethnography provides a communicative, potentially subversive space, which invites critical reflection and discussion on the intersectionality of collective identities and thereby promotes individuals’ freedom to choose, negotiate, and translate their cultural identities freely regardless of their cultural, social, or ethnic origins.

This article focuses on a virtual research environment (VRE) and how it facilitated the networking of teacher educators participating in an Economic and Social Research Council-funded research capacity-building project. Using the theoretical lenses of situated learning and socio-cultural approaches to literacy, participants’ ways of engaging with this technology are described, and the reasons why their existing technical expertise did not unproblematically transfer to the new technology are explored. We argue that three main factors affected the use of the VRE, and in particular its wiki tool: the individual’s motivation to learn and to engage with (more) new technologies; the emerging dynamics of each research group as they developed shared working practices; and the institutional climates, which supported or discouraged the individuals’ engagement with both the technology and a regional Teacher Education Research Network that used this technology. In conclusion, we suggest that successful engagement wit...

Preparing current and future health professions for collaborative practice requires innovation, vision, a commitment to interprofessional learning and an effective evaluative framework. There are many examples of interprofessional learning (IPL) and the pivotal role it plays in the development of interprofessional collaborative practice. One such IPL activity, originating in Canada, which has gained international popularity in a variety of forms over the last 20 to 30 years, is the health care team challenge. It requires teams of current and future health professionals to work together to design a care plan for a client with complex needs. The aim is for participants to enhance role understanding, to gain an appreciation of how interprofessional practice contributes to patient care, and to develop attitudes and skills for effective teamwork. This chapter draws on international experiences of the team challenge and specifically discusses the development, implementation, and evaluation framework used from a New Zealand perspective.

The Importance of Teaching: The Schools White Paper 2010, which grants schools increased autonomy in curriculum development and implementation, heralded a new era of curriculum reform in England. This article critically examines how this process took place in a Catholic secondary school that decided to use the RSA Opening Minds (OM) curriculum with its Year 7 students. The discussion will be shaped by a range of perspectives, including the RSA point of view, literature on cross-curricular learning and Catholic education, student responses to a post-transition questionnaire, and the experiences and perceptions of the school’s OM coordinator. From this, the following aspects have been identified as warranting critical consideration and further investigation: adequate staffing and resourcing; staff expertise to ensure teaching competence across a wide range of subject areas; achieving a balance between creative approaches to learning that promote engagement and a focus on in-depth subject knowledge and acade...

The notion of choice, especially of informed choice, is a central tenet of maternity services in most western countries; it also underpins debate about rising rates of intervention that are now a feature of childbirth in many of these countries. Our study investigated the shaping of understanding and practice in relation to these rising rates of intervention in childbirth in the New Zealand context. Critical hermeneutics was used to analyse the data from interviews with nine midwives and obstetricians, and six focus groups with 33 women. This article reports on the notion of choice, which featured prominently in all the interviews. It became clear that women’s choices were strongly influenced and determined by social change, by the gendering of women, and by values such as control, predictability, convenience, the ‘quick fix’ and the normalization of surgery. We argue that the prevailing notion of ‘informed’ choice obscures the structural and social influences on ‘choice’.

This paper reports on the Teacher Education Research Network (TERN) initiative, which piloted a model for research capacity building in teacher education in the North West of England with the aim of providing early and mid career researchers from seven regional universities with opportunities for professional learning and development. It explores the intricate dynamics of the learning journeys undertaken by the participants and critically examines the structural, social and cultural factors involved in the navigation of the complex ecologies in which they were embedded as teacher educators and how this impacted on their learning. It concludes that initiatives such as TERN can result in academic learning and professional development, but in view of the internal and external pressures confronting education departments today it also raises pertinent issues with regard to the sustainability of such projects. As such the paper makes a strong contribution to the growing international literature on academic lear...

This paper reports the reflective journey we undertook as the leaders of a collaborative action research project involving education practitioners and our navigation through a complex web of cooperation, conflict resolution, bargaining and defection. Drawing on these experiences, we seek to make explicit the cocktail of tensions and disordering of research contexts and practices that have remained largely disregarded both in the literature and in everyday self-accounting. By interweaving the plot-lines of ‘game,’ ‘ritual’ and ‘real’ we seek to gain an insight into the rational/irrational behaviour of the various players involved in this ethno-drama, including ourselves. Finally, we posit the claim that educational action research conceived as a ‘critical and (self-critical) collaborative inquiry’ (Zuber-Skerritt, 1996, p.85) has surrendered its democratic values to an all pervading performativity culture and conclude that collaborative action research conducted in the politicised educational contexts of today cannot be true to its ideal.

Summary This paper examines studies on older adult's recovering from hip fracture and views these in relation to practice. A metasearch engine was used to access health databases to identify studies relevant to recovery from hip fracture that occurs predominantly in the older adult. Three themes emerged: professional; quality of life, and ageing status. Results suggest recovery has a predominant functional restorative focus although recovery outcome is also influenced by physical function and psychosocial factors. Results suggest that the patient-centric approach has been lost in the drive for organisational efficiency has potentially driven care delivery, which has emphasised safer interventions and improved programmes. This has reduced complications and shortened length of stay in hospital but the psychosocial factors that have a long-term affect on recovery have been lost altogether. Investigating the patient-centric approach to care for older adults recovering from hip fracture is required to balance the organisational efficiency within healthcare systems. Mental health recovery models may provide such a framework to review the patient focused approach.

This paper reports on a study undertaken to investigate international perspectives of what constitutes research in education for sustainable development (ESD). By employing inductive thematic content analysis, the authors sought to examine the perceptions of 66 ESD researchers from 19 countries. The findings reveal a concern with the methodological aspects of research and an emergent need for synergy between the methodology of educational research and specific themes relevant to ESD research. The significant overlap of themes and aspects of ESD research apparent across the different contexts within which the researchers were embedded indicates a unified core of ESD research, although there is also evidence of contextual factors influencing the research agenda. Based on the findings of this study, the paper concludes that there is an overlap between educational research and ESD research, but that the latter has its own specific aims, themes and political supporters. In an endeavour to develop a shared understanding about ESD research across disciplines and research context, a common language has to be developed to facilitate a constructive dialogue and research capacity building in this novel field.

Background and Purpose. Peer review is increasingly used for professional development and to monitor physiotherapists' competence to practice. This study set out to describe the experience of participating in peer review. Method. Qualitative descriptive methods were employed to elicit and analyze interview data from physiotherapists with experience as reviewers and having their practice reviewed. Results. Reviewers managed the process to provide an appropriate level of challenge to junior and senior therapists, and to avoid disrupting professional relationships. Those being reviewed reduced anxiety about the process and risk of negative feedback by putting their best practice on show, and where they could, by carefully choosing the reviewer and patient interaction to be reviewed. Conclusion. When peer review has competing purposes it is neither an effective professional development tool nor an accurate measure of competence. Power and interpersonal relationships need to be acknowledged if peer review is used to assess practitioner competence. Copyright © 2010 John Wiley & Sons, Ltd.

This article presents the findings of research which investigated what is shaping the understanding of the public and also the practice of health professionals in relation to rising rates of intervention in childbirth. This research was carried out in response to the increasing rates of intervention in childbirth in Aotearoa, New Zealand using critical hermeneutics methodology. The particular approach used was critical interpretation as formulated by Hans Kogler. The findings revealed that the everyday world and its associated processes of socialization in the 21st century—in particular pain, choice, and technology—shapes the practice of health professionals and the understanding of the public in relation to increasing intervention. These findings are supported by the revelation that many of the social and cultural values that underpin Western society in the 21st century, such as convenience, ease, and control, correlate with intervention being increasingly sought after and used. This milieu of intervention, which increasingly surrounds childbirth, calls into question those things that have traditionally been at the heart of childbirth: the ability of the woman to birth and the clinical skills of the health professional. The research presented in this article provides insight into those things that are creating a milieu in which intervention is increasingly normalized.

This article offers an initial account of the Teacher Education Research Network (TERN), a pilot education research capacity building project funded by the ESRC and designed to test a ‘social practices’ model for building an educational research infrastructure across England. The TERN project is still running at the time of writing, so it is not yet possible to offer a full evaluation or a theorised analysis of the project. Setting the initiative within the regional context of teacher education in the North West of England, the article describes elements of the project and begins to explore their significance, drawing on early evaluation data. The article adapts Charles Desforges’ equation of research capacity building as ‘Capacity = expertise × motivation × opportunities’ as a frame for this exploration.

This paper acknowledges and refers to the recent online release and updating of the Teacher Education Group (TEG) bibliography. It offers a brief summary of how and why it was felt necessary to create the resource, what it covers and how it can be used. Broader issues of what skills and prior understanding a naive user of its various search facilities might need are raised. It is suggested that additional pedagogically focused tools will need to be developed and suggests what these might be. Finally the paper argues that for the Bibliography to be used more widely, further development work will be needed, focused around the provision of user tools and support materials.

This article is located within the wider European context of teacher development and is specifically concerned with the needs of those supporting novice teachers during the early stages in their professional career. Currently, induction systems across Europe are largely fragmented, locally based and with little transference of best practice. There is therefore a perceived need to develop a common focus on the specific needs of those supporting new entrants to the profession particularly with regard to improving the quality of teaching and learning, but also in terms of improving teacher recruitment and retention. This article reports the results of a needs analysis exercise which was conducted as part of a Comenius project (Teacher Induction: Supporting the Supporters of Novice Teachers in Europe). Data collection by means of semi-structured questionnaires involved a total of 282 practising teachers from 12 European member states and was supplemented by follow-up interviews. The aim was to identify key themes around which common support strategies for mentors assisting new teachers in their professional learning could be developed. These emerged as: the aspect of nurture; quality assurance and accountability; reflective practice; collaborative learning communities; and interpersonal and communicative competence. The data generated revealed a high diversity in terms of respondents' perceptions of the multiple aspects of the mentoring role and the tensions inherent and reflected the idiosyncratic nature of the various educational contexts. As such the findings highlight the need for developing a common focus on mentor training and development for those supporting novice teachers and promote the values and principles underpinning a democratic professionalism.

This article explores whether using reflective dialogue in action learning sets on a foundation degree (FD) in educational support can develop the capacity for reflective practice of the students. Developing a reflective stance in relation to professional practice is a central theme of the programme, which is reinforced by the work‐based learning module providing a space for reflective dialogue and the inclusion of an employer's perspective for establishing links between university and work. By adopting a case‐study approach, this study focuses on 24 female students who work as teaching assistants or higher level teaching assistants (TAs/HLTAs) in state primary and secondary schools, and reports findings from their and their tutors' perspectives. In view of the rapidly changing educational landscape, apparent in the implementation and development of Integrated Children's Services, the Schools Remodelling Agenda and Workforce Agreement are in effect one policy. Such a programme is essential in creating app...

This paper reports findings from an evaluative case study of the implementation of The Postgraduate Certificate in Education in Leisure and Tourism 14–19 teacher-training program in England. 2002 saw tourism and leisure enter the mainstream school curriculum at a time when vocational education was increasingly being recognized as having parity of esteem with traditional academic subjects. This first level of formal leisure and tourism studies was crucial to perceptions of the industry and the development of industry-aware school graduates. However, qualified teacher status was only available within the canon of traditional subjects until 2005, when Liverpool John Moores University introduced an initial teacher-training program for Tourism graduates. The aim of this paper is to review the implementation of the program by identifying the successes and barriers encountered and to evaluate its success against concerns raised about allowing vocational graduates to become teachers, thereby enhancing th...

A variety of reports have identified the problems for adults with autistic spectrum disorders in accessing appropriate services. This paper describes the response to these reports in Cumbria, and assesses how far service developments have succeeded in improving the local situation.

The growing emphasis on teachers as ‘reflective’ and ‘expert practitioners’ has led to a noticeable increase in action research involving a wide range of educational practitioners as well as professionals from the academic community. In the light of the complex demands frequently faced by action researchers, this article examines the ethical considerations involved in conducting a collaborative action research project which is concerned with children’s experiences of transition from Key Stage 2 to Key Stage 3. By exploring a range of theoretical and practical perspectives the discussion focuses on the problematic issue of ‘informed consent’. The article argues that, as a result of having to comply with the regulations imposed by institutional ethics committees, educational researchers, particularly when working with children, are often restricted in exercising the moral autonomy and professional discretion required to negotiate the complex, potentially conflicting imperatives confronting them.

This article discusses the first stages of the work of the Teacher Education Group (TEG) in building research capacity in teacher education research and identifies the potential of the model adopted for future European initiatives in the field. The TEG work is part of the second phase of the Teaching and Learning Research Programme (TLRP), based on an embedded social practices model of research capacity building. The article opens by outlining the broad context of research capacity building initiatives and identifying general factors which create concerns about the sustainability of teacher education research in the United Kingdom. It then describes the initial impetus, within the TEG, for the creation of an up-to-date annotated mapping of current research in teacher education and outlines the practices used to generate the model used for the mapping. In conclusion, the article discusses some of the methodological, ethical and epistemological issues raised by the mapping exercise and the challenges ahead in disseminating and embedding the initiative.

This article examines the professional learning accruing from school-based initial teacher education (ITE) within the wider policy debate on school performance. It contrasts the very positive perceptions reported by teachers on the contribution of involvement in ITE to their professional learning with the less than fulsome attitude of school inspectors. Evidence is drawn from questionnaire responses from primary school ITE coordinators and mentor-teachers in the north-west of England, text searches of primary school inspection reports and quantitative data collected by Ofsted. It concludes that a more explicit emphasis on initial teacher education in school inspections would give due recognition to the important role played by ITE and make it easier to promote the professional learning and school improvement outcomes which derive from school-based initial teacher education.

Leadership and Collaboration provides international examples of how leadership of interprofessional education and practice has developed in various countries and examines how interprofessional education and collaborative practice can make a difference to the care of the patient, client and community.

Interprofessional education (IPE) and collaborative practice (CP) have been promoted by the World Health Organization (WHO) as one way that healthcare providers are able to deliver key health outcomes with ever increasing populations living longer with more chronic and complex disease. As stated in the WHO document, ‘the health workforce [needs to be] more flexible, and better prepared to maximize limited resources’ (World Health Organization, 2010, p. 13). It is clear that most countries will struggle to educate and train enough health professionals to meet these needs, therefore working together more collaboratively and interprofessionally is one of the key ways forward. This concept seems quite easy to talk about and align with, but putting it into practice is more challenging. IPE and CP need to meet certain conditions and most importantly these should include leadership which promotes a team approach (Gilbert, 2005). This chapter will outline how an IPE and CP model of care was implemented in a clinical-service setting where undergraduate and postgraduate health students are educated and trained. The philosophical framework, the leadership model and decision-making processes are discussed as well as the implementation and evaluation of the clinical service.

For over a decade, school‐based mentoring has been employed as a key strategy in initial teacher training programmes. The diversity apparent in training settings as well as trainees' backgrounds raises questions in relation to the mentoring practice and the knowledge base that underpins it. By adopting a phenomenological, social constructivist approach the study aims to investigate mentors' perceptions of the relationship between their professional practice and the knowledge that informs it. It seeks to construct a typology of mentors' professional knowledge in relation to Shulman's (1987) model of teacher knowledge and the statutory standards framework for initial teacher training and induction in England, which serves as a point of reference for all those involved in the assessment of professional competence during initial training and induction. The findings of this study suggest that in their work with trainee teachers and newly qualified teachers the majority of mentors draw on their teacher knowledg...

By adopting a reflective–reflexive approach, the paper explores aspects of positionality in relation to gender and culture and examines in what way they affect the generation of status and power within the relationships and social interactions of the research participants. By drawing on my personal experience as a female researcher operating in a male-dominated, foreign and yet familiar setting, I will analyse the mechanisms involved in the negotiation of the positions occupied by the various players and how this determined my status in terms of insider/outsidership. Particular attention will be paid to the facilitation of access to the field and the construction of knowledge. The data informing this paper were collected as part of a study of school-based models of initial teacher training in Germany, including contributions from the directors, tutors and mentors of three teacher training Seminars as well as my own observations. The relatively small sample of respondents and the researcher's subj...