Becoming a teacher: conceptual and practice development in the learning and skills sector

Drawing on a mixed-methods study of in-service learning and skills sector (LSS) trainees, comprising beginning- and end-of-year surveys and six longitudinal case studies together with literature on trainees’ development in the LSS, schools and higher education sectors, conceptual and practice development continua are proposed. Conceptions become more multi-dimensional and increasingly link teaching and learning whilst initial concern with the practicalities of teaching is followed by recognition of learners’ needs. Next, greater emphasis is placed on learner autonomy and catering for individuals’ needs and finally assessment and evaluation is used systematically to shape practice. The continua offer an understanding of the subtleties and complexities of trainee development allowing for different starting and end points and accommodating varied work contexts. I argue that this provides a more adequate basis for the development of initial teacher education (ITE) than the prescriptive approach embedded within recent LSS ITE policy reforms

Talking about organisations

Can dialogue reveal hidden truths? This is what prompted Bronwen Rees and Andrew Armitage to experiment with the dialogical process to explore how realities and knowledge about our organisations are created

Does Course Guide Design Impact Student Learning?

Course and research guides are a common tool of teaching librarians, expanding the reach of instruction sessions. Traditionally these guides were designed in a pathfinder-style with lists of resources by type (e.g., websites, books, etc.). Guides can also be designed pedagogically, where the guide walks a student through the research process. This paper reports the results of a pilot Scholarship of Teaching and Learning (SoTL) A/B study that examined whether guide type had an impact on student learning. Results indicate students using the pedagogical guide may learn and retain Information Literacy concepts better than students using the pathfinder guide

Pathfinder or Pedagogical? Transforming Course Guides for Student Success

An in-classroom scholarship of teaching and learning study aims to answer questions of how students are using course guides, if the design of a guide can impact student learning, and how course guides can transform student information-seeking processes. This poster will detail results of an ongoing study which uses qualitative and quantitative assessments to determine which course guides design aids in student learning. Draw on our finding to invigorate your course guides for transformative learning

Information Literacy Practices of Spanish-Speaking Graduate Students at the University of Kansas

Recognizing the importance of designing educational opportunities that draw upon students' prior knowledge and experiences, this paper uses focus groups to explore how Spanish-speaking students in a graduate program at the University of Kansas (KU) in Lawrence understand academic information literacy practices within their new cultural contexts. This paper demonstrates that a variety of interwoven scholarly and sociocultural pressures mediate graduate student information activities. Findings from this paper broaden understandings of information literacy within today's diverse information environments while also highlighting the need for librarians to engage with the complexity of graduate student experiences

Analysis of the Effects of Dietary Pattern on the Oral Microbiome of Elite Endurance Athletes

Although the oral microbiota is known to play a crucial role in human health, there are few studies of diet x oral microbiota interactions, and none in elite athletes who may manipulate their intakes of macronutrients to achieve different metabolic adaptations in pursuit of optimal endurance performance. The aim of this study was to investigate the shifts in the oral microbiome of elite male endurance race walkers from Europe, Asia, the Americas and Australia, in response to one of three dietary patterns often used by athletes during a period of intensified training: a High Carbohydrate (HCHO; = 9; with 60% energy intake from carbohydrates; ~8.5 g kg day carbohydrate, ~2.1 g kg day protein, 1.2 g kg day fat) diet, a Periodised Carbohydrate (PCHO; = 10; same macronutrient composition as HCHO, but the intake of carbohydrates is different across the day and throughout the week to support training sessions with high or low carbohydrate availability) diet or a ketogenic Low Carbohydrate High Fat (LCHF; = 10; 0.5 g kg day carbohydrate; 78% energy as fat; 2.1 g kg day protein) diet. Saliva samples were collected both before (Baseline; BL) and after the three-week period (Post treatment; PT) and the oral microbiota profiles for each athlete were produced by 16S rRNA gene amplicon sequencing. Principal coordinates analysis of the oral microbiota profiles based on the weighted UniFrac distance measure did not reveal any specific clustering with respect to diet or athlete ethnic origin, either at baseline (BL) or following the diet-training period. However, discriminant analyses of the oral microbiota profiles by Linear Discriminant Analysis (LDA) Effect Size (LEfSe) and sparse Partial Least Squares Discriminant Analysis (sPLS-DA) did reveal changes in the relative abundance of specific bacterial taxa, and, particularly, when comparing the microbiota profiles following consumption of the carbohydrate-based diets with the LCHF diet. These analyses showed that following consumption of the LCHF diet the relative abundances of and spp. were decreased, and the relative abundance of spp. was increased. Such findings suggest that diet, and, in particular, the LCHF diet can induce changes in the oral microbiota of elite endurance walkers

Teacher knowledge and initial teacher education in the English learning and skills sector

Recent reforms of initial teacher education (ITE) in the learning and skills sector(LSS) in England are standards based and emphasise subject specialism. The reforms are underpinned by objectivist epistemological assumptions which are incompatible with socio-cultural theories of professional knowledge, and ignore the diverse teaching roles and contexts in the sector and wider systemic issues. A qualitative scoping study found that LSS in-service trainee teachers drew on three types of knowledge resources, or clusters of ‘rules’ for practice, in their teaching: these were related to their subject/vocational area, generic teaching and learning processes and specific learners and groups. Trainees generated knowledge resources through participation in their workplace, ITE course and other social contexts, and from embedded and encoded workplace knowledge. Trainees’ beliefs, values and prior experiences were both a knowledge resource and influenced their engagement with knowledge generation activities. It is argued that using a knowledge resources perspective, which recognises how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees’ development than the current reforms