Exploring first year teachers’ identity transformation through theatre-based research

Why are beginning teachers leaving the profession in large numbers? Are they leaving because of their dissatisfaction with teaching? Are they leaving because of the conditions of their work that shape their identity? Teacher identity work emphasises it is important beginning teachers understand their professional identity as something shifting, fluid and emerging – not fixed. These and other water metaphors – such as ‘washout’, ‘sink or swim’, and ‘thrown in the deep end’ – are often used to describe beginning teachers’ experiences. Such words and metaphors assist to portray the fluid and unpredictable nature of identity transformation. However, these survival terms also influence beginning teachers to believe that their transition to teaching will be difficult. Recently there has been an increased concern over beginning teacher attrition linked to the difficulties they encounter in their early years of teaching. Yet the conditions of beginning teachers’ work in Victorian schools in Australia – including the contractual nature of employment of first year (1yr) teachers – encourage these 1yr practitioners to view their work as semi-permanent. As a result these 1yr teachers do not see themselves as teaching for extended periods of time, as was once the case. Throughout 2011 twelve 1yr teachers shared their experiences of identity transformation in semi-structured interviews with the researcher. Their interview data was analysed through a theatre-based research method, examining how first experiences shape teachers’ future practice and identity. This presentation includes excerpts from the theatre-based research performance ‘The First Time’, and expands on the methodological approaches taken to analyse the data in a way that reflects the fluid and unpredictable nature of teachers’ identity formation and transformation. This qualitative study allows categories of description to emerge from the data rather than pre-determining categories of investigation. As such the processes of scripting, rehearsing, and performing, were utilised to analyse and re-present the data. In an aim to uncover questions that have been buried by answers, the research is oriented as a phenomenographic inquiry. This mode of inquiry seeks to describe, analyse, and understand the qualitatively different experiences 1yr teachers undergo in their identity formation and transformation. The results of this research reveal that beginning teachers’ identity transformation through their first experiences have both individual features specific to each teacher’s roles and aspirations, and extra-individual factors such as interactions, affiliations, and status, which shape their identity. Categories of description that have emerged from the analysis include survival, liminal, and hegemonic discourses, artifacts as symbols of belonging, and the impact of the contractual nature of teaching. Implications of this research focus on the importance for beginning teachers to develop an understanding of the transformative nature of identity in relation to the practice of teaching, to counter the negative preconceptions beginning teachers are told to expect as rites of passage upon entering the profession. The research outcomes have implications for teacher educators and in-service teachers negotiating the waters of an ever-changing profession.

From knowledge acquisition to knowledge production: Issues with Australian honours curricula

Although there have been increasing attempts to involve undergraduate students in conducting research, a pivotal moment when students engage in knowledge production is during honours programmes. Honours programmes, particularly those in Australia, seek to develop students' capacity to engage in higher order thinking that may lead to knowledge production. This transition is facilitated through advanced disciplinary knowledge, research training and a research project. However, there is a pedagogical tension between requiring students to engage in this deeper level of inquiry at the same time as they complete a heavy knowledge acquisition load. This paper explores how a number of disciplines in Australia balance these elements of the honours curricula. It argues that the combination of these curriculum goals can make it difficult for students to apply the knowledge they have gained in advanced disciplinary and research training courses to their research project work. This has serious implications for honours programmes. © 2012 Copyright Taylor and Francis Group, LLC.

Considering the ways in which anti-oppressive practice principles can inform health research

All research that investigates therapeutic practice should be conducted with the aim to develop and support good procedures of inquiry. An anti-oppressive practice approach within health research provides a way to systematically examine research procedures and motivations to increase the potential that the resultant research will yield ethical and just results. In this paper two music therapy researchers consider how anti-oppressive practices can address real life problems and be applicable to real life situations; from questions of participation, to developing the research question, recruitment, consent, and further steps of the research process. The goal of this paper is to examine issues arising when considering anti-oppressive practices and healthcare research practices from the perspective of the authors’ experience of music therapy research.

TWEI 2.0 (Type will ease itself 2.0)

TWEI 2.0 (Type will ease itself 2.0) is a newly developed artefact of inquiry that engages the reproductions of memory, meaning and experience. The work offers a new typographic mark-making proposal salvaged from ordinary articles common to routines of the everyday – street and road signage, maps, and GPS coordinates. Our experience of these articles offer familiar patterns of recognition and sites for meaning making. We keep hold of and remember the traces of colour, marks and symbols as a means to retain our experiences of places and sites of meaning. In this work TWEI 2.0 positions a cartographic reproduction of digital histories, which have been repurposed from landscapes in Kuwait and Oman. The digital based work will be projected in a large format so to be physically realized on an architectural scale representative of large maps in the gallery environment. This scenario offers a vision that is as inescapable as the signage from which it comments on and offers a consideration of the gallery wall as both a boundary for experience and the production of a site of meaning. The work in this space physically presents an installation that seeks to be at both overwhelming and intimate. Here the artist pursues direct engagement with the audience as a practice of social meaning and partnership providing a direct correlation to our familiarities with common physical signage and sign posting of our streets, corners and roads. In achieving this TWEI 2.0 proposes to highlight the fragility of meaning and the brittleness of memories.

Australia’s Colombo plans, old and new: international students as foreign relations

This article draws on recent research and policy developments to make a case for considering international students as an important component of Australian foreign relations. It links historical and contemporary Australian experiences of international students, especially in the Colombo Plan and New Colombo Plan, to the field of public diplomacy, and sets an agenda for further research in this direction. It highlights the need to recover student voices and to be sensitive to the emergence of everyday or ‘vernacular’ internationalism, as a phenomenon of international students visiting, traveling and otherwise encountering different groups of Australians. It suggests a need to take up anew this form of inquiry for both earlier postwar student experiences and the post-1980s period, in which international students’ voices are frequently silenced by debates over commodification, funding needs, and neo-liberal economics.

Gender and public relations: critical perspectives on voice, image and identity

Although there is a small body of feminist scholarship that problematizes gender in public relations, gender is a relatively undefined area of thinking in the field and there have been few serious studies of the socially constructed roles defining women and men in public relations. This book is positioned within the critical public relations stream. Through the prism of 'gender and public relations', it examines not only the manipulatory, but also the emancipatory, subversive and transformatory potential of public relations for the construction of meaning. Its focus is on the dynamic interrelationships arising from public relations activities in society and the gendered, lived experiences of people working in the occupation of public relations. There are many previously unexplored areas within and through public relations which the book examines. These include: • the production of social meaning and power relations. • advocacy and activist campaigns for social and political change. • the negotiation of identity, diversity and cultural practice. • celebrity, bodies, fashion and harassment in the workplace. • notions of managing reputation and communicating policy. In extending the field of inquiry, this edited collection highlights how gender is accomplished and transformed, and, thus how power is exercised and inequality (re)produced or challenged in public relations. The book will expand thinking about power relations and privilege for both women and men and how these are affected by the interplay of social, cultural and institutional practices. Winner of the Outstanding Book PRide Award, awarded by the National Communication Association (NCA).

Relationships between intuitive eating and health indicators : literature review

OBJECTIVE: To review the peer-reviewed literature on relationships between intuitive eating and health indicators and suggest areas of inquiry for future research. We define the fundamental principles of intuitive eating as: (i) eating when hungry; (ii) stopping eating when no longer hungry/full; and (iii) no restrictions on types of food eaten unless for medical reasons. DESIGN: We include articles cited by PubMed, PsycInfo and Science Direct published in peer-reviewed journals or theses that include 'intuitive eating' or related concepts in the title or abstract and that test relationships between intuitive eating and physical or mental health indicators. RESULTS: We found twenty-six articles that met our criteria: seventeen cross-sectional survey studies and nine clinical studies, eight of which were randomised controlled trials. The cross-sectional surveys indicate that intuitive eating is negatively associated with BMI, positively associated with various psychological health indicators, and possibly positively associated with improved dietary intake and/or eating behaviours, but not associated with higher levels of physical activity. From the clinical studies, we conclude that the implementation of intuitive eating results in weight maintenance but perhaps not weight loss, improved psychological health, possibly improved physical health indicators other than BMI (e.g. blood pressure; cholesterol levels) and dietary intake and/or eating behaviours, but probably not higher levels of physical activity. CONCLUSIONS: Research on intuitive eating has increased in recent years. Extant research demonstrates substantial and consistent associations between intuitive eating and both lower BMI and better psychological health. Additional research can add to the breadth and depth of these findings. The article concludes with several suggestions for future research.

A perspective on supporting STEM academics with blended learning at an Australian university

Design-based educational research can aid in providing a lens into understanding the complexities around imaginative methods, while also creating an avenue to share personal insights to support the solving of teaching and learning problems to direct future efforts. In this study, the ‘I’ narrative was extensively utilised in the form of an autoethnography perspective. This was achieved by incorporating three self-report methods within a design experiment, in order to explore the messiness associated with showcasing the creation and modification of a faculty-wide blended learning framework for STEM teachers. Data generation procedures from three sources provided the evidential basis for investigating this process: (1) self-reflection, (2) key literature findings, and (3) critical discussions from a community of inquiry. The findings identified three particular features of the process of change that were challenging, for which STEM academics required support: educators’ professional context; finding models to support change in practice; and identifying the change agent. The paper argues for the program of a personal and complex methodology to inform practice, providing insights into the change process, because process is just as important as product.

Pedaços

This is a 50 minute solo performance work. Created by Magda Miranda and Rea Dennis Directed by Rea Dennis Performed by Magda Miranda Entitled 'Pedaços' - a Portuguese word meaning pieces or fragments, the performance is built on fragments: of text, of memory, of artifacts collected over a life, of cultural identity that is fractured through the passages of life, migration, the death of family members, and even ageing. Part of Dr Dennis' practice-led research the inquiry explores the way memory intersects with creative process, including spontaneity and decision making, when devising for theatre. Following a post-doc line of inquiry which yielded two previous works: Apart of and A Part From (2007) and Train Tracks and Rooftops (2010) in which Dennis performed and directed. The current work shifts focus to my work in a directorial role alone. It is performed by Magda​ and informed by her memory.

Bridging the divide: measuring party system change and classifying party systems

Party systems research has proceeded along two parallel lines of inquiry, one predominantly “qualitative” and the other “quantitative.” This article attempts to bridge this divide in two ways. First, by showing that qualitative information can be valuable in the construction of quantitative measures. Second, by showing that the results from applying theoretically sensitive measurement tools can be useful for qualitative classification. These analyses are performed using an original dataset of party system changes in Sub-Saharan Africa.

Police perceptions of interviews involving children with intellectual disabilities: a qualitative inquiry

This study employed a qualitative method to explore the experiences of 20 police officers when interviewing children with intellectual disabilities. Three main themes were interpreted as representing challenges to the officers when interviewing special-needs children: police organizational culture, participants' perceptions of these children as interviewees, and prior information. Participants in this inquiry mentioned poor organizational priority within the police force for child abuse cases and children with intellectual disabilities, as well as inadequate support for interviewing skills development and maintenance. Participants also attempted to equalize these children by interviewing them in the same way as their mainstream peers. Finally, participants viewed interview preparation as influential in determining an interview's successful outcome, but recognized that preparedness could bias their interviewing techniques. Increased attention towards these issues will provide a basis for developing strategies to minimize such challenges and thus improve the quality of interviews with children with intellectual disabilities.

Responding to the learner diversity : an inquiry into the delivery of a second year marketing unit

This paper reports on the outcome of an inquiry into the learner diversity and the delivery of a second year marketing subject in an Australian university. Using Biggs’s revised SPQ2F instrument (Biggs, 2003), it analyses the learning approaches of students and the opportunities for developing teaching strategies for better learning outcomes. The results suggest that overall students seem to adopt deep learning than surface learning though they differ in terms of the learning contexts. Moreover, no significant differences among students in regard to the study approach domains except for minor variation related to specific items in the instrument.

Using narrative inquiry to explore the impact of art on individuals

Discourse about the impact of art has been prominent in academic and arts industry discourse over the past two decades. Contention in the discourse has led to the call for new research frameworks that place the experience of the individual as central to understanding the impact of art. The authors present the background of this discourse and outline narrative inquiry as a research method that elicits individual experiences. The authors present the findings of a narrative inquiry and establish that the way individuals experience art and its impact is far broader in scope than previous research suggests.

Communities of mathematical inquiry : a primary pedagogy in peril

This paper outlines some examples from an Australian education system, and its classrooms, that provide evidence of practices that are considered as antithetical to establishing and maintaining Communities of Mathematical Inquiry (CoMI). Although some possible solutions are posed, implementation is left open for readers to consider, as contexts vary widely from jurisdiction to jurisdiction.