List of Titles

Images of teaching : Discourses within which pre-service teachers construct their professional identity as a teacher upon entry to teacher education courses

- Brandenburg, Robyn, Gervasoni, Ann

Authors: Brandenburg, Robyn , Gervasoni, Ann
Date: 2016
Type: Text , Book chapter
Relation: Teacher Education : Innovation, Intervention and Impact p. 117-138
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Description: This chapter explores the initial constructions of teaching and teachers that pre-service teachers (PSTs) bring to teacher education. Little attention has been paid to the impact of these initial constructions on the development of PSTs’ professional identities. We collected and analyzed 181 PSTs’ visual representations of their conceptions of a teacher early in the first semester of their Bachelor of Education Degree courses at the Mt Helen Campus of Federation University Australia and the Ballarat campus of the Australian Catholic University. Analysis of these visual representations involved both content and discourse analyses that produced both dominant and marginalized discourses. The dominant discourses included teaching as transmission; teacher as the charismatic and caring subject; teacher as professional; teacher as knowledgeable; and teaching as complex. We also identified silent or marginalized discourses including teaching as collaborative; partnerships with parents, colleagues and others; discourses of diversity and difference; use of contemporary technology and reflective practice. We argue that it is important for teacher educators to understand and respond to these initial dominant and marginalized discourses when designing teacher education experiences and content. Teacher educators who acknowledge and intentionally address PSTs’ professional identities upon entry to University are better placed to assist PSTs’ to construct professional identities as teachers who are change agents, advocates and pedagogical leaders, as opposed to teachers who reproduce the status quo. © Springer Science+Business Media Singapore 2016.

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Exploring adaptations to the clinical reasoning cycle for forensic mental health nursing : a qualitative enquiry

- Maguire, Tessa, Garvey, Loretta, Ryan, Jo, Levett-Jones, Tracy, Olasoji, Michael, Willetts, Georgina

Authors: Maguire, Tessa , Garvey, Loretta , Ryan, Jo , Levett-Jones, Tracy , Olasoji, Michael , Willetts, Georgina
Date: 2023
Type: Text , Journal article
Relation: International Journal of Mental Health Nursing Vol. 32, no. 2 (2023), p. 544-555
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Description: Forensic mental health nurses (FMHN) provide care to address the needs of people who have mental illnesses across a range of diverse settings. The Clinical Reasoning Cycle (CRC) has been identified as a potential framework to assist FMHNs; however, adaptations were required to reflect the unique nature of the clinical setting. This study aimed to explore adaptations made to determine suitability prior to implementation in practice. Nominal Group Technique was used to explore suggested adaptations determined from a previous study and reach a consensus on the changes. Fourteen senior nurses from a state-wide Forensic mental Health (FMH) service participated. A consensus was reached for two proposed changes. Data were analysed using thematic analysis. Three main themes were interpreted from the data; FMH adaptations are warranted, the focus of the CRC, and who owns the cycle? Nurses in this study considered the need to include offence and risk issues due to the impact these factors have on the therapeutic relationship and cognitive bias; however, they also identified the need to focus on recovery-oriented care while engaging in clinical reasoning. Nurses in this study also expressed some reluctance for nursing to ‘own' the model, due to concern that ownership may cause division among the team or result in inconsistency in care. However, some participant's suggested the CRC with adaptations assisted FMH nurses to articulate their specialist skills and knowledge to others and highlight the nursing contribution to care. Further work is needed to finalize adaptations with a focus on engaging the consumer carer workforce and interdisciplinary team. © 2022 The Authors. International Journal of Mental Health Nursing published by John Wiley & Sons Australia, Ltd.

Daring not to lead : a poetic self-study examining the tensions of teacher educator identity

- McDonough, Sharon

Authors: McDonough, Sharon
Date: 2022
Type: Text , Journal article
Relation: Studying Teacher Education Vol. 18, no. 3 (2022), p. 334-348
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Description: This article simultaneously explores the dynamic nature of teacher educator identity and highlights the methodological potential of poetic inquiry in self-study. Using tensions as a conceptual framework to explore identity as a process of becoming, I draw from a series of found poems to examine my identity as a mid-career teacher educator working in a leadership position at an Australian university. In this article, I assert that poetic inquiry is a vehicle for representing the embodied, emotive aspects of ongoing identity development. I contend that poetic inquiry is a doorway to sharing experiences and understandings of identity in authentic, lived ways that speak back to metanarratives of academic work. Poetic self-study enables us to map the otherwise hidden tensions mediating our identity development and generate collective knowledge of what it can mean to be a teacher educator in higher education contexts. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

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