What makes mindful self-initiated expatriates bounce back, improvise and perform:Empirical evidence from the emerging markets

Drawing upon the self-determination theory (SDT), this study examines what makes individual employees leverage improvisational capability to act extemporaneously to find relevant solutions for enhanced task performance. Using supervisor-subordinate dyadic self-initiated expatriates (SIEs) samples, we used structural equation modeling (SEM) to examine this study's hypotheses. We found that mindfulness influences resilience and improvisation in the workplace. Furthermore, we found improvisation to mediate the influence of resilience on task performance. We discussed in detail the essential findings and their contributions to advance theory and practice in the field

Career changers and fast-track induction: teacher perspectives on their early professional development

In this article, the early professional development of mature, early career teachers who entered the profession via an employment-based route to teaching in England is presented and explored from the teachers’ own perspectives. From a larger sample in a longitudinal study, the development of four career changers is traced in detail, using a model of professional learning which highlights teaching and professional skills. There is some evidence that those who undertake the programme experience a smoother induction into teaching than those from more traditional routes, although the internship year itself is challenging and demands a high level of commitment and resilience on the part of the pre-service teachers. Contextual factors, such as school support and learning from experienced teachers, are vital in enabling early professional development and the absence of these can hinder learning and self-confidence. Findings are analysed with reference to the model, as well as research on teachers’ development, within a socio-cultural learning framework. The study makes a valuable contribution to knowledge about the professional development of mature entrants to teaching

The roles of the formal and informal sectors in the provision of effective science education

For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for concern about formal science education are summarised and the major approaches being taken to address them are outlined. The contributions that the informal sector currently makes to science education are identified. It is suggested that the provision of an effective science education entails an enhanced complementarity between the two sectors. Finally, there is a brief discussion of the collaboration and communication still needed if this is to be effective