Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into the Making of Teachers

Pre-service teacher education programs play an important role in the development of beginning teacher self-efficacy and identity. Research suggests that this development is influenced by the ‘apprenticeship of learning’. However, there remains limited research about the self-efficacy beliefs and identity construction of beginning pre-service teachers entering teacher training, and the impact of the education programs on the development of these attributes. This paper reports on the first phase of a longitudinal study that investigates beginning teacher pre-service teachers’ views of what it is to be a teacher. In 2010, the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was administered twice (start and end of the year) to beginning pre-service teachers enrolled in three programs: the Graduate Diploma of Early Childhood Education; Graduate Diploma of Education - Primary; and the Graduate Diploma of Education – Secondary. Identity data in the form of text and visual representations of the teachers was also collected. This paper focuses on the results from the self-efficacy scale, highlighting the similarities and more notable contrasts in individual perceived ratings of teacher self-efficacy. Implications for further research are shared

Self-determination: Using Agency, Efficacy and Resilience (AER) to Counter Novice Teachers’ Experiences of Intensification

The intensification process associated with the first year of teaching has a significant impact on beginning teachers’ personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a self-initiated group email site. The participants’ electronic exchanges demonstrated their qualities of agency, efficacy and resilience (AER), and an increased sense of self-determination as they journeyed through the five phases typical of first year teacher experience. Findings suggest that the provision of similar peer-based support mechanisms would benefit other beginning teachers, perhaps working to counteract current high attrition rates from the profession

People in pain make poorer decisions

Chronic pain affects 1 in 5 people and has been shown to disrupt attention. Here, we investigated whether pain disrupts everyday decision making. In Study 1, 1322 participants completed two tasks online: a shopping decisions task and a measure of decision outcomes over the previous 10 years. Participants who were in pain during the study made more errors on the shopping task than those who were pain-free. Participants with a recurrent pain condition reported more negative outcomes from their past decisions than those without recurrent pain. In Study 2, 44 healthy participants completed the shopping decisions task with and without experimentally-induced pain. Participants made more errors while in pain than while pain-free. We suggest that the disruptive effect of pain on attending translates into poorer decisions in more complex and ecologically valid contexts, that the effect is causal, and that the consequences are not only attentional, but financial

Supervisor or mentor? Questioning the quality of pre-service teacher practicum experiences

Practicum is a major component of teacher education programs. This experience is regarded as playing a vital role in preparing pre-service teachers for the real world of the classroom. Traditional views of the practicum are of an apprentice-model, where the naïve apprentice is immersed into the work situation, observing, absorbing, and ultimately imitating the master. There is an assumption of an attained level of expertise on the part of the master, and that the apprentice has little to contribute to the situation. The term ‘practicum supervisor’ can be seen as appropriate here. However, the view of supervisor as ‘expert’ and pre-service teacher as ‘novice’ may not be conducive to a fully productive and mutually beneficial relationship. With adoption of the word mentor rather than supervisor, a more collaborative, supportive and equitable relationship is assumed and anticipated. Yet, old ways of ‘supervising’ persist. Through the presentation of two case studies of pre-service teachers’ experiences, the case for professional development, training, or at least for some form of certification for practicum mentors, is presented

Diagnostic performance of the IMMY cryptococcal antigen lateral flow assay on serum and cerebrospinal fluid for diagnosis of cryptococcosis in HIV-negative patients: a systematic review.

BACKGROUND: The incidence of cryptococcosis amongst HIV-negative persons is increasing. Whilst the excellent performance of the CrAg testing in people living with HIV is well described, the diagnostic performance of the CrAg LFA has not been systematically evaluated in HIV-negative cohorts on serum or cerebrospinal fluid. METHODS: We performed a systematic review to characterise the diagnostic performance of IMMY CrAg® LFA in HIV-negative populations on serum and cerebrospinal fluid. A systematic electronic search was performed using Medline, Embase, Global Health, CENTRAL, WoS Science Citation Index, SCOPUS, Africa-Wide Information, LILACS and WHO Global Health Library. Studies were screened and data extracted from eligible studies by two independent reviewers. A fixed effect meta-analysis was used to estimate the diagnostic sensitivity and specificity. RESULTS: Of 447 records assessed for eligibility, nine studies met our inclusion criteria, including 528 participants overall. Amongst eight studies that evaluated the diagnostic performance of the IMMY CrAg® LFA on serum, the pooled median sensitivity was 96% (95% Credible Interval (CrI) 68-100%) with a pooled specificity estimate of 96% (95%CrI 84-100%). Amongst six studies which evaluated the diagnostic performance of IMMY CrAg® LFA on CSF, the pooled median sensitivity was 99% (95%CrI 95-100%) with a pooled specificity median of 99% (95%CrI 95-100%). CONCLUSIONS: This review demonstrates a high pooled sensitivity and specificity for the IMMY CrAg® LFA in HIV-negative populations, in keeping with findings in HIV-positive individuals. The review was limited by the small number of studies. Further studies using IMMY CrAg® LFA in HIV-negative populations would help to better determine the diagnostic value of this test

Current therapy of granulomatosis with polyangiitis and microscopic polyangiitis: the role of rituximab.

Granulomatosis with polyangiitis and microscopic polyangiitis are anti-neutrophil cytoplasmic antibody-associated vasculitides (AAVs) that are prone to cycles of remission and relapse. The introduction of cytotoxic therapy has changed the prognosis for these diseases from typically fatal to manageable chronic illnesses with a relapsing course. Despite improvements in outcomes, recurrence of disease and drug-related toxicity continue to produce significant morbidity and mortality. Better understanding of the pathogenesis of AAV and the mechanism of action of cyclophosphamide has led to investigation of therapies that target B cells. Two randomized controlled trials have shown that rituximab is not inferior to cyclophosphamide for induction of remission in severe AAV, with no significant difference in the incidence of overall adverse events in rituximab- versus cyclophosphamide-treated patients. Data from ongoing clinical trials will determine the role of rituximab in the maintenance of remission

Haematopoietic SCT in severe autoimmune diseases: updated guidelines of the European Group for Blood and Marrow Transplantation

In 1997, the first consensus guidelines for haematopoietic SCT (HSCT) in autoimmune diseases (ADs) were published, while an international coordinated clinical programme was launched. These guidelines provided broad principles for the field over the following decade and were accompanied by comprehensive data collection in the European Group for Blood and Marrow Transplantation (EBMT) AD Registry. Subsequently, retrospective analyses and prospective phase I/II studies generated evidence to support the feasibility, safety and efficacy of HSCT in several types of severe, treatment-resistant ADs, which became the basis for larger-scale phase II and III studies. In parallel, there has also been an era of immense progress in biological therapy in ADs. The aim of this document is to provide revised and updated guidelines for both the current application and future development of HSCT in ADs in relation to the benefits, risks and health economic considerations of other modern treatments. Patient safety considerations are central to guidance on patient selection and HSCT procedural aspects within appropriately experienced and Joint Accreditation Committee of International Society for Cellular Therapy and EBMT accredited centres. A need for prospective interventional and non-interventional studies, where feasible, along with systematic data reporting, in accordance with EBMT policies and procedures, is emphasized

Accounting for achievement in parent-teacher interviews

This paper examines features of the talk in a number of teacher-parent interviews recently audio-recorded in a secondary school in Brisbane, Australia. The central topic of the talk is the academic achievement of the student. In offering accounts of the student's achievement, participants offer 'moral versions' of themselves as parents and teachers. These institutional identities are oriented to and elaborated in the course and in the organisation of this talk. The student about whom the talk is done is present but largely silent, an 'overhearing audience' to this talk. The analysis shows how parents and teachers talk two institutions, and the relation between them, into being