6 research outputs found

    Using appreciative inquiry to explore the professional practice of a lecturer in higher education: moving towards life-centric practice

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    This paper reports on a strategy for exploring the life-centric practice of a lecturer in Higher Education. The initiative for this inquiry arose out of the realisation that there did not appear to be positive, heart-lifting stories in a lecturer’s current teaching experiences. Using an appreciative eye and supported by a critical friend, life-giving experiences were ‘stalked’ from the past. The hope in this endeavour was to find greater meaning in the lecturer’s best professional practice. Using an Appreciative Inquiry approach, this endeavour rejuvenated the lecturer’s professional practice. As life-centric stories were recalled, provocative propositions were constructed that became the basis of a personalised action plan for future professional practice. This paper outlines the nature of the journey and the heartfelt discoveries

    The nature and experience of a teacher's calling: a case study of New Zealand early childhood teachers/teacher educators

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    This study aims to investigate New Zealand early childhood teachers/teacher educators experiences of a call to teach. In particular it examines teacher’s perceptions and experiences with their call over time. Stories from teachers who perceive their work as a calling provide insight into the complex and dynamic world of professional practice. This interpretive case study research gathered stories from seven early childhood teachers/teacher educators in the wider Auckland region (New Zealand) through semi-structured interviews. These interviews were analysed on a case by case basis and then a thematic analysis approach was used to analyse themes across the cases. The findings of this study reveal that early childhood teachers are drawn to the teaching out of an internal desire to love, care, support and advocate for children and community. They appear to have altruistic tendencies and find teaching a medium to use their gifts and talents meaningfully. External circumstances, which include significant life events, family members, critical friends and the notion of a higher being, help clarify, shape and direct an original call to teach. Such a calling is lived in practice and engenders a sense of hope, joy, and meaning to a teacher’s life. As lived, teaching is experienced as a spiritual, emotional and ethical endeavour rooted in loving and caring relationships. The teachers in this study appear to be intrinsically motivated with an inner satisfaction that motivates and sustains their call to teach. Amongst the implications for this research is the need for policy makers and educators alike to appreciate the emotional and relational nature of a teacher’s calling. This study indicates that the source of a teacher well-being is emotional satisfaction. For a profession that is rooted in care, teachers’ emotional well-being needs to be the focus of on-going professional concern. Efforts to retain teachers in the profession need to be cognisant of this humanistic image of the teacher who is not motivated by material but intrinsic benefits. This study has also shown that teachers’ stories are a powerful tool for making a teacher’s calling visible. Teachers’ narratives provide a window for all involved in education to view a teacher’s world from the inside out

    Phenomenologically unpacking teacher's perceptions of their 'best' teaching experiences

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    This article reports on phenomenological research which explored meanings and understandings that were taken for granted within teachers self-selected best teaching experiences.  The research occurred within a pre-service Early Childhood Education teacher education course.  This research was designed to understand teacher’s perceptions of their best teaching experience, having previously used Appreciative inquiry to ascertain students’ perceptions of their best experiences within the course (Giles & Kung, 2014). In this inquiry, the research sought deeper ontological understandings of being in these ‘best moments’.  The analysis enabled four phenomenological themes to be identified: the preparation for relationships, the privileging of experiential pedagogies, the priority of experiences as foundational to teaching and the life of genuine engagement.  Teacher’s perceptions of their best experiences related to their preparation and readiness for teaching, along with an ongoing concern of aligning practice to a clearly articulated teaching approach

    Impact of Optimized Breastfeeding on the Costs of Necrotizing Enterocolitis in Extremely Low Birthweight Infants

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    To estimate risk of NEC for ELBW infants as a function of preterm formula and maternal milk (MM) intake and calculate the impact of suboptimal feeding on NEC incidence and costs

    Erratum to: Guidelines for the use and interpretation of assays for monitoring autophagy (3rd edition) (Autophagy, 12, 1, 1-222, 10.1080/15548627.2015.1100356

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    Guidelines for the use and interpretation of assays for monitoring autophagy (3rd edition)