Bonding, Bridging, and Becoming a Teacher: Student Cohorts and Teacher Identity

This research examines the effects of social capital on teacher identity in a sample of undergraduate after-degree education students who took most or all of their courses together as a cohort. A theoretical model containing nine variables including university and social background, social capital, and teacher identity is presented. The data obtained from questionnaires completed by 239 students in the Faculty of Education at a Western Canadian university are used to test the model. The results indicate that when other variables are taken into account, students’ perceptions of social capital resources available in their cohort have direct and indirect effects on their teacher identity.Cet article traite des effets du capital social sur l’identité enseignante chez une cohorte d’étudiants du premier cycle d’un programme de B.Ed. A.D. qui avaient suivi tous leurs cours (ou la plupart d’entre eux) ensemble. Nous présentons un modèle théorique composé de neuf variables dont la formation universitaire, les antécédents sociaux, le capital social et l’identité enseignante, et nous le mettons à l’épreuve en employant les données découlant des questionnaires complétés par 239 étudiants à la Faculty of Education d’une université de l’Ouest canadien. Les résultats indiquent que, tout en tenant compte des autres variables, les perceptions qu’ont les étudiants des ressources de capital social disponibles dans leur cohorte ont des effets directs et indirects sur leur identité enseignante

The role of the social foundations of education in programs of teacher preparation in Canada

This paper argues that the social foundations of education, and particularly the disciplines of history, philosophy and sociology of education, must continue to play an integral role in programs of teacher education. We report on the decline of the study of history of education within Faculties of Education in Canada as an example of the marginalization of the role of the social foundations in teacher education programs generally. In this context we furnish what we take to be some of the strongest reasons for the requirement for future teachers to engage with the social foundations—some of these arguments apply to all of the foundational areas, and some apply to specific foundational disciplines. Some of these arguments will be familiar, some new. We conclude that if a teacher education program in Canada is to be of a very high quality then it must include a strong social foundations component.Keywords: teacher education, sociology of education, history of education, philosophy of education, social foundations of educationCet article affirme que les fondements sociaux de l'éducation, et particulièrement les disciplines telles que l'histoire, la philosophie et la sociologie de l'éducation, doivent continuer à jouer un rôle intégral dans les programmes de formation des enseignants. Nous faisons rapport du le déclin de l'étude de l'histoire de l'éducation au sein de facultés d'éducation au Canada, comme un exemple de la marginalisation du rôle des fondements sociaux dans les programmes de formation des enseignants en général. Dans ce contexte, nous fournissons ce que nous pensons être parmi les plus fortes raisons, en tant qu'obligation pour les futurs enseignants, de se familiariser avec les fondements sociaux - Certains de ces arguments s'appliquent à l'ensemble des domaines fondamentaux, et certains s'appliquent seulement à des disciplines fondamentales spécifiques. Certains seront connus, d'autres nouveaux. Nous en concluons que si un programme de formation des enseignants au Canada se veut être un programme d'excellence, alors il doit inclure une composante importante sur les fondements sociaux.Mots clés: formation des enseignants, sociologie de l'éducation, histoire de l'éducation, philosophie de l'éducation, fondements sociaux de l'éducatio

Inside a Student Cohort: Teacher Education from a Social Capital Perspective

In this article, we report on student teachers perceptions of their cohort experiences. Using the lens of social capital theory, we analyzed their responses to an open-ended question on a survey and faculty members responses in focus groups. The structural properties of cohorts closure, stability, interdependence, and shared ideology facilitated the development of social capital. Closure and stability promoted social and emotional support while interdependence and shared ideology prompted both positive and negative effects. The cohort model better served some students than others. We found that students were more likely to develop social capital by bonding with their cohort peers than by bridging with those outside their cohorts. Key words: teacher candidates, student cohorts, social capital theory, bonding, bridging Dans cet article, nous présentons les perceptions détudiants en pédagogie quant aux expériences de leur cohorte. À laide de la théorie du capital social, nous avons analysé leurs réponses à une question ouverte au sujet dun sondage et des réponses de professeurs réunis en groupes de discussion. Les propriétés structurelles des cohortes fermeture, stabilité, interdépendance et idéologie commune ont facilité le développement dun capital social. La fermeture et la stabilité ont favorisé le soutien social et émotif tandis que linterdépendance et lidéologie commune ont entraîné des effets à la fois positifs et négatifs. Certains étudiants plus que dautres ont bénéficié du modèle de la cohorte. Nous avons découvert que les étudiants avaient plus chances de développer un capital social en tissant des liens avec les membres de leur cohorte quavec des personnes en dehors de leur cohorte. Mots clés: futurs enseignants, cohortes détudiants, théorie du capital social, établissement de liens

The Effect of Teacher Candidates’ Perceptions of Their Initial Teacher Education Program on Teaching Anxiety, Efficacy, and Commitment

In a novel approach to initial teacher education, we combined a program review perspective and a psychological perspective. First, we assessed the extent to which student teachers (n=137) felt that components of their BEd program prepared them for teaching and whether these components represented meaningful program dimensions. Through content analysis, exploratory factor analysis, and teacher candidates’ own words, five dimensions emerged: classroom dynamics; curriculum, instruction, and assessment; intrapersonal reflection; ethics of teaching; and professional learning community. Second, we tested how each of these dimensions predicted teaching anxiety, efficacy, and commitment. The results from regression analyses showed that ethics of teaching was the most influential dimension by decreasing anxiety and increasing efficacy and commitment. Results are discussed in terms of the effect of initial teacher education program dimensions on the psychosocial development of teacher candidates.Adoptant une approche novatrice à la formation initiale des enseignants, nous avons combiné une perspective visant l'examen des programmes avec une perspective psychologique. Nous avons d'abord évalué la mesure dans laquelle les stagiaires (n=137) estimaient que  des composantes de leur programme d'études (B.Ed.) les avaient préparés pour l'enseignement et à quel point ces composantes représentaient des dimensions significatives de leurs programmes. Cinq dimensions ont découlé des analyses du contenu, des facteurs exploratoires et des propres paroles des stagiaires : la dynamique en salle de classe; le programme d’étude, l’enseignement et l’évaluation; la réflexion intrapersonnelle; l’éthique et l’enseignement; et les communautés professionnelles d’enseignement. Nous avons ensuite évalué dans quelle mesure chacune de ces dimensions constituait une variable explicative de l’anxiété, l’efficacité et l’engagement en enseignement. Les résultats sont présentés en fonction de l’effet des dimensions du programme de formation initiale des enseignants sur le développement psychosocial des stagiaires

What is the Impact of Regional Training Centers on Practice Location and Specialty Choice of Medical Students?

In comparison to Indianapolis students, those who train at regional campuses are more likely to go into Primary Care and Family Medicine, in particular. Regional campus students are more likely to return to the region to practice medicine after completing training.AAMC Central Group on Education Affairs (CGEA) Spring Meetin

Energy Management of Steam Distribution Systems Through Energy Audits and Computerized Reporting Programs

"This presentation will highlight the economic losses associated with steam distribution systems and how to establish good energy management programs to reduce energy cost by 15 to 25 percent. Recognizing energy losses in steam systems involves: 1. Steam lost through defective valves, fittings and traps. 2. Loss through damaged or inefficient insulation. 3. Energy loss through misapplication of steam traps and improper piping practices. Energy management programs will cover steam energy auditing and computerized reporting systems that are proven methods of conserving energy and substantially reducing costs. Typical savings of a facility with 1,000 traps could exceed $300,000.00 annually. The use of computerized reporting systems can be a valuable tool in establishing good energy management practices and preventive maintenance programs. The reasons why, and the methods of how a computer aided preventive maintenance program can be established will be presented

Implementation of a quality care management system for patients with arthritis of the hip and knee

The Orthopaedic Unit of the Repatriation General Hospital (RGH) in Adelaide, South Australia has implemented a quality care management system for patients with arthritis of the hip and knee. The system not only optimises conservative management but ensures that joint replacement surgery is undertaken in an appropriate and timely manner. This new service model addresses identified barriers to service access and provides a comprehensive, coordinated strategy for patient management. Over 4 years the model has reduced waiting times for initial outpatient assessment from 8 to 3 months and surgery from 18 to 8 months, while decreasing length of stay from 6.3 to 5.3 days for hips and 5.8 to 5.3 days for knees. The service reforms have been accompanied by positive feedback from patients and referring general practitioners in relation to the improved coordination of care and enhanced efficiency in service delivery.What is known about the topic? Several important initiatives both overseas and within Australia have contributed significantly to the development of this model of care. These include the UK National Health Service &lsquo;18 weeks&rsquo; Project, the Western Canada Waiting List Project, the New Zealand priority criteria project, the Queensland Health Orthopaedic Physiotherapy Screening Clinic, and most importantly the Melbourne Health&ndash;University of Melbourne Orthopaedic Waiting List Project where a wide range of models were explored across Victorian hospitals from 2005 and the Multi-Attribute Prioritisation Tool (MAPT) was developed, validated and tested. This project became the Osteoarthritis Hip and Knee Service (OAHKS) and was operationalised in the Victorian healthcare system from 2012. These initiatives examined and addressed various aspects of management systems for patients with arthritis of the hip and knee in their particular setting.What does this paper add? The development of this system is an extension of what is already known and is the first to encompass a comprehensive and coordinated strategy across all stages of the care management pathway for this patient group. Their management extends from the initial referral to development and implementation of a management plan, including surgery if assessed as necessary and organisation of long-term post operative follow up as required. By detailing the elements, key processes and measurable outcomes of the service redesign this paper provides a model for other institutions to implement a similar initiative.What are the implications for practitioners? An important aspect of the design process was practitioner acceptance and engagement and the ability to improve their capacity to deliver services within an efficient and effective model. Intrinsic to the model&rsquo;s development was assessment of practitioner satisfaction. Data obtained including practitioner surveys indicated an increased level of both satisfaction with the redesigned management service, and confidence in it to deliver its intended improvements.<br /