Using Mead's Theory of Emergence as a framework for sociological inquiry into pre-service teacher education

In this paper we take up Chang's (2004) challenge to apply Mead's theory of emergence in sociological inquiry. Largely overlooked by scholars, this theory is shown to prove explanatory in one field where limited solutions have been found to date. Specifically, the theory sheds light on how the theory-practice gap is created and sustained in pre-service teacher education. The argument is that under current institutional arrangements the trainee/beginning teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two 'fields of interaction' (Mead, 1934: 249) of their training program, namely, the on-campus pre-service program and the school. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education program. We conclude that the Meadian mechanisms of role taking and self-regulated behaviour within the two environmental fields of interaction inhibit the trainee/beginning teacher from exercising the power of agency to implement theory learned at university in practice in the classroom. In this sense Mead's theory of emergence predicts the obduracy of the gap between theory and practice in teacher education.

Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education

The STEPS Project responds to international concern about primary teachers’ lack of science knowledge and confidence to teach science, and recent questioning of the effectiveness of traditional approaches to teacher education. The project reviews and builds on established, innovative and successful practices at five universities, to develop and promote a framework supporting school‐based approaches to pre‐service teacher education. This paper will outline the processes involved in developing an Interpretive Framework, which will be a key outcome of the project. The Interpretive Framework identifies key elements to assist teacher educators in planning, implementing and sustaining school-based approaches to teacher education.

Mediatization and education: a sociological account

This chapter presents an account of the mediatization of education policy through a focus on the development and uptake of the knowledge economy discourse in national education policy and research settings. During the late 20th and early part of the 21st century, Australia, like other nation states around the globe, came to adopt the knowledge economy discourse as a kind of meta-policy that would help connect a variety of statistical indicators and provide direction for a number of policy areas, including education, science, and research funding. In Australia the adoption of a knowledge economy discourse was preceded by coverage from specialized sections of the quality print media, discussed broadly as a debate about the social contract that was afforded to fields charged with developing and producing national capacities for knowledge production. Such a debate mirrored similar claims by Michael Gibbons in the late 1990s, where he argued for a new social contract between science and society. Given the media coverage surrounding the uptake of the knowledge economy discourse and the promotion of the concept by the OECD, this chapter presents an account of the emergence of the knowledge economy discourse through a focus on the mediatization of the concept. The broad argument presented in this account is that what could be called “mediatization effects”, related to the promotion and adoption of policy concepts, are variable, and reach the broader public in inconsistent, time-bound, and sporadic patterns. In order to understand mediatization effects in respect of policy, the paper draws on a broad Bourdieuian informed conceptual framework to understand different kinds of fields, their logics of practice, and importantly here, cross-field effects. Specifically, the focus is on those cross-field effects related to the impact of practices within both national and global fields of journalism on national and global fields of education policy. While the case is an Australian one, the account explores general and more broadly applicable ways to understand links between the globalization and the mediatization of policy.

Developing and using an S3R model to analyze reasoning in web-based cross-national exchanges on sustainability

Within the increasing body of research that examines students' reasoning on socioscientific issues, we consider in particular student reasoning concerning acute, open-ended questions that bring out the complexities and uncertainties embedded in ill-structured problems. In this paper, we propose a socioscientific sustainability reasoning (S3R) model to analyze students' reasoning exchanges on environmental socially acute questions (ESAQs). The paper describes the development of an epistemological analysis of how sustainability perspectives can be integrated into socioscientific reasoning, which emphasizes the need for S3R to be both grounded in context and collective. We argue the complexity of ESAQs requires a consideration of multiple dimensions that form the basis of our S3R analysis model: problematization, interactions, knowledge, uncertainties, values, and governance. For each dimension, in the model we have identified indicators of four levels of complexity. We investigated the usefulness of the model in identifying improvements in reasoning that flow from cross-national web-based exchanges between groups of French and Australian students, concerning a local and a global ESAQ. The S3R model successfully captured the nature of reasoning about socioscientific sustainability issues, with the collective negotiation of multiple forms of knowledge as a key characteristic in improving reasoning levels. The paper provides examples of collaborative argumentation in collective texts (wikis) to illustrate the various levels of reasoning in each dimension, and diagrammatic representation of the evolution of collective reflections. We observe that a staged process of construction and confrontation, involving groups representing to some extent different cultural and contextual stances, is powerful in eliciting reasoned argument of enhanced quality. © 2014 Wiley Periodicals, Inc.

The coordination role in research education: emerging understandings and dilemmas for leadership

Changes in expectations of research education worldwide have seen the rise of new demands beyond supervision and have highlighted the need for academic leadership in research education at a local level. Based on an interview study of those who have taken up local leadership roles in four Australian universities, this paper maps and analyses different dimensions of the emerging leadership role of research education coordination. It argues that while there is increasing clarity of what is required, there are considerable tensions in the nature of the coordination role and how coordination is to be executed. In particular, what leadership roles are appropriate and how can they be positioned effectively within universities? The paper draws on the Integrated Competing Values Framework to focus on the activities of coordination and on ideas of distributed leadership to discuss the leadership that characterises coordination. It is argued that without acknowledgement of the influences that coordinators need to exert and the positioning and support needed to achieve this, the contemporary agenda for research education will not be realised.

Teamwork benefits in tertiary education

Purpose – The purpose of this paper is to contribute to the understanding of the development ofstudents’ skills in the context of team-based learning. Academics have heeded the call to incorporateteam learning activities into the curricula, yet little is known of student perception of teamworkand whether they view it as beneficial to them and their future professional career. Further, this studypresents an instructional framework to guide best practice in higher education practitioners withregard to the design of teamwork assessment.Design/methodology/approach – The paper adopts a qualitative approach utilising 190 students’reflections to examine their perception of the benefits of teamwork and whether it will contribute totheir future professional work.Findings – Results indicate students perceive team-based assessment tasks require them to adopt adeep approach to learning together with a deep approach to study, as well as improving their skillsin the areas of collaboration, team unity and cultural diversity. Further, the study identified a bestpractice approach that higher education practitioners should adopt in teamwork assessment designgiving this study both national and international significance and aids fellow educators in theirpractices.Research limitations/implications – Because of the chosen research approach, the results maylack generalisability. Therefore, researchers are encouraged to test the proposed propositions further.Practical implications – The paper presents important implications for those involved in thedevelopment of assessment items where objectives include the development of team skills and qualitylearning outcomes. The findings are vital for unit and course planning and design generally, andassessment planning, design and processes, specifically, both nationally and internationally.Originality/value – This paper fulfils an identified need to study students’ perceptions of teamwork,whether they view it as beneficial to them and their future professional career, and presents a bestpractice approach for teamwork assessment design.

Managing dynamic public sector networks : effectiveness, performance, and a methodological framework in the field of national security

Networks are increasing in number and in importance across the security field as a means of providing inter-agency coordination. Based on a large qualitative study of networks in the field of national security in Australia, this article aims to advance our knowledge of the internal properties of public sector networks in the field of national security and the conditions shaping their performance. It puts forward a multi-level theoretical framework involving five interdependent levels of analysis—structural, cultural, policy, technological, and relational—which aims to account for the internal properties of networks and examines each of these levels in relation to public sector networks in the field of national security. Using detailed interviews with senior members of security, law enforcement, and intelligence agencies, the article aims to highlight the potential lessons this framework has for strategically organizing and managing dynamic networks within and beyond the field of national security.

Lessons in building capacity in sexuality education using the health promoting school framework: from planning to implementation

Purpose – The health promoting school model is rarely implemented in relation to sexuality education. This paper reports on data collected as part of a five-year project designed to implement a health promoting and whole school approach to sexuality education in a five campus year 1-12 college in regional Victoria, Australia. Using a community engagement focus involving local and regional stakeholders and with a strong research into practice component, the project is primarily concerned with questions of capacity building, impact and sustainability as part of whole school change. The paper aims to discuss this issue. Design/methodology/approach – Using an action research design, data were collected from parents, students, teachers and key community stakeholders using a mixed methods approach involving surveys, interviews, document analysis and participant observation. Findings – Sexuality education has become a key school policy and has been implemented from years 1 to 9. Teachers and key support staff have engaged in professional learning, a mentor program has been set up, a community engagement/parent liaison position has been created, and parent forums have been conducted on all five campuses. Research limitations/implications – The translation of research into practice can be judged by the impact it has on teacher capacity and the students’ experience. Classroom observation and more longitudinal research would shed light on whether the espoused changes are happening in reality. Originality/value – This paper reports on lessons learned and the key enabling factors that have built capacity to ensure that sexuality education within a health promoting, whole school approach will remain sustainable into the future. These findings will be relevant to others interested in building capacity in sexuality education and health promotion more generally.

The 'educational alliance' as a framework for reconceptualizing feedback in medical education

Feedback has long been considered a vital component of training in the health professions. Nonetheless, it remains difficult to enact the feedback process effectively. In part, this may be because, historically, feedback has been framed in the medical education literature as a unidirectional content-delivery process with a focus on ensuring the learner's acceptance of the content. Thus, proposed solutions have been organized around mechanistic, educator-driven, and behavior-based best practices. Recently, some authors have begun to highlight the role of context and relationship in the feedback process, but no theoretical frameworks have yet been suggested for understanding or exploring this relational construction of feedback in medical education. The psychotherapeutic concept of the "therapeutic alliance" may be valuable in this regard.In this article, the authors propose that by reorganizing constructions of feedback around an "educational alliance" framework, medical educators may be able to develop a more meaningful understanding of the context-and, in particular, the relationship-in which feedback functions. Use of this framework may also help to reorient discussions of the feedback process from effective delivery and acceptance to negotiation in the environment of a supportive educational relationship.To explore and elaborate these issues and ideas, the authors review the medical education literature to excavate historical and evolving constructions of feedback in the field, review the origins of the therapeutic alliance and its demonstrated utility for psychotherapy practice, and consider implications regarding learners' perceptions of the supervisory relationship as a significant influence on feedback acceptance in medical education settings.

ePortfolios in business education: a national study of ePortfolio implementation 2013 to 2015

To be launched in March 2016, this study explores the transformative potential of ePortfolios in business education. Educators and higher education institutions are increasingly looking for innovative ways to enhance learning outcomes through technology. Given their potential to aid in the development of engaged, reflective lifelong learners, and develop and showcase employability skills, ePortfolios are increasingly being used around the globe.

This study shares the experience of, and lessons learned from, the implementation of ePortfolios in one general business management course and three accounting related courses at three higher education institutions. The recommendations and principles proposed provide benchmarks for best practice and practical guidance for embedding ePortfolios into business curricula.