A BRiTE Journey: 2013–2019

Resilience is widely acknowledged as important for teacher success, yet how to assist pre-service teachers build the skills and strategies for professional resilience is a question often asked by teacher educators. This chapter overviews the design, development and features of a series of five online learning modules designed to support pre-service teacher resilience. The BRiTE modules were informed by an analysis of the literature and content created to address the key themes. Five modules were developed: Building resilience, Relationships, Wellbeing, Taking initiative and Emotions. Each module was designed to be interactive and personalised, enabling users to build their personal toolkit to support their resilience. Since their launch in 2015, the modules have been widely used by pre-service teachers, teachers and a range of stakeholders with over 14,000 registered users at the beginning of 2020. Potential for future use in supporting teacher resilience is discussed

A monoclonal antibody raised against bacterially expressed MPV17 sequences shows peroxisomal, endosomal and lysosomal localisation in U2OS cells

Recessive mutations in the MPV17 gene cause mitochondrial DNA depletion syndrome, a fatal infantile genetic liver disease in humans. Loss of function in mice leads to glomerulosclerosis and sensineural deafness accompanied with mitochondrial DNA depletion. Mutations in the yeast homolog Sym1, and in the zebra fish homolog tra cause interesting, but not obviously related phenotypes, although the human gene can complement the yeast Sym1 mutation. The MPV17 protein is a hydrophobic membrane protein of 176 amino acids and unknown function. Initially localised in murine peroxisomes, it was later reported to be a mitochondrial inner membrane protein in humans and in yeast. To resolve this contradiction we tested two new mouse monoclonal antibodies directed against the human MPV17 protein in Western blots and immunohistochemistry on human U2OS cells. One of these monoclonal antibodies showed specific reactivity to a protein of 20 kD absent in MPV17 negative mouse cells. Immunofluorescence studies revealed colocalisation with peroxisomal, endosomal and lysosomal markers, but not with mitochondria. This data reveal a novel connection between a possible peroxisomal/endosomal/lysosomal function and mitochondrial DNA depletion

Circadian Phase Resetting via Single and Multiple Control Targets

Circadian entrainment is necessary for rhythmic physiological functions to be appropriately timed over the 24-hour day. Disruption of circadian rhythms has been associated with sleep and neuro-behavioral impairments as well as cancer. To date, light is widely accepted to be the most powerful circadian synchronizer, motivating its use as a key control input for phase resetting. Through sensitivity analysis, we identify additional control targets whose individual and simultaneous manipulation (via a model predictive control algorithm) out-perform the open-loop light-based phase recovery dynamics by nearly 3-fold. We further demonstrate the robustness of phase resetting by synchronizing short- and long-period mutant phenotypes to the 24-hour environment; the control algorithm is robust in the presence of model mismatch. These studies prove the efficacy and immediate application of model predictive control in experimental studies and medicine. In particular, maintaining proper circadian regulation may significantly decrease the chance of acquiring chronic illness

Systems Biology of the Clock in Neurospora crassa

A model-driven discovery process, Computing Life, is used to identify an ensemble of genetic networks that describe the biological clock. A clock mechanism involving the genes white-collar-1 and white-collar-2 (wc-1 and wc-2) that encode a transcriptional activator (as well as a blue-light receptor) and an oscillator frequency (frq) that encodes a cyclin that deactivates the activator is used to guide this discovery process through three cycles of microarray experiments. Central to this discovery process is a new methodology for the rational design of a Maximally Informative Next Experiment (MINE), based on the genetic network ensemble. In each experimentation cycle, the MINE approach is used to select the most informative new experiment in order to mine for clock-controlled genes, the outputs of the clock. As much as 25% of the N. crassa transcriptome appears to be under clock-control. Clock outputs include genes with products in DNA metabolism, ribosome biogenesis in RNA metabolism, cell cycle, protein metabolism, transport, carbon metabolism, isoprenoid (including carotenoid) biosynthesis, development, and varied signaling processes. Genes under the transcription factor complex WCC ( = WC-1/WC-2) control were resolved into four classes, circadian only (612 genes), light-responsive only (396), both circadian and light-responsive (328), and neither circadian nor light-responsive (987). In each of three cycles of microarray experiments data support that wc-1 and wc-2 are auto-regulated by WCC. Among 11,000 N. crassa genes a total of 295 genes, including a large fraction of phosphatases/kinases, appear to be under the immediate control of the FRQ oscillator as validated by 4 independent microarray experiments. Ribosomal RNA processing and assembly rather than its transcription appears to be under clock control, suggesting a new mechanism for the post-transcriptional control of clock-controlled genes

Landmarks in the professional development of teacher educators in the UK and Greece: living graphs as a methodological tool

This paper will present the use of an innovative research methodology, living graphs, to capture and represent the life experiences and professional development of teacher educators in two universities in the UK and Greece. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. The study compares two European countries, is contextualised within European literature and uses a European theoretical framework. Research questions included: • What are the key landmarks in teacher educators’ professional and academic development? • How effective are living graphs as a methodological tool to illuminate teacher educators’ experiences and development? There is increasing interest internationally in the re-conceptualisation of the role of teacher educators and in particular, their developing research identities (Korthagen et al., 2005; Swennen et al., 2010). Several researchers (e.g. Harrison and McKeon, 2010; Murray, 2008) highlight the dual transition that teacher educators make into university life and lack of induction into new roles. Swennen et al. (2010) identify four main roles or sub-identities which teacher educators may adopt, but these may differ across country contexts. They argue that teacher educators often have to transform themselves in order to take on certain identities, especially the researcher role. The overarching theoretical framework used in the study is socio-cultural learning, in recognition that the specific contexts in which teacher educators work are of vital importance in the process of learning (Lave & Wenger, 1991). Eraut’s (2007) research on contextual and learning factors in the workplace is used to identify key factors affecting teacher educators’ professional learning and differences between contexts. Lave and Wenger's (1991) model of legitimate peripheral participation was useful for studying teacher educators' development over time. Visual research methods are a rapidly developing area of social enquiry and an evolving tool in research (Bagnoli, 2009; Iantaffi, 2011). The use of living graphs as a research method alongside qualitative interviews was adapted from a strategy often used in history teaching (Dawson, undated). A graph was created using a timeline as a horizontal axis, with perceived highs and lows of research identity and professional development as the vertical axis. Participants were asked to map their personal biographies, career landmarks and academic highs and lows, using this graphic format. An embedded case study approach (Cohen et al., 2007; Yin, 2002) was used with purposive sampling to identify six teacher educators in each university. The teacher educators ranged from those in early academic careers to more experienced participants. Narrative analysis was used to examine teacher educators’ own accounts and themes were identified which related to professional/academic identity and development. Interviews were coded and cross-checked across the two universities. The living graphs were analysed alongside the interviews to see if narrative accounts matched or differed, as well as to identify any similar or differing patterns between and within country contexts and in terms of teacher educators’ gender and experience. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings, we drew in particular on Swennen et al.’s (2010) identification of teacher educators’ sub-identities. Living graphs were found to be a rich data source to identify and explore landmarks, positive features and barriers to development. Enhanced verbal input resulted from using graphics to represent highs and lows of experience, including the visual representation of emotion. Questions have arisen about the most effective use of the graphs. This is a useful research tool and we argue that it is particularly suitable for researching teacher educators’ identities, but it needs further clarification and guidelines for use. The study makes a useful contribution to research on visual methodologies. The findings also contribute strongly to the growing body of European and wider international research on teacher educators’ professional development

Student teachers' perceptions of self-competence in and emotions/stress about teaching in initial teacher education

This study focuses upon identifying and classifying prospective teachers' perceptions of self-competence in teaching after a four-year university course on primary education and the relationship between their personal well-being, views, emotions and stress about teaching and their teaching competencies during their undergraduate school teaching practice. Data collection was obtained by questionnaires from two cohorts of final-year student teachers in a Greek university department of primary education (n = 170). The findings revealed that prospective teachers rated their general teaching skills above moderate levels indicating that they felt just competent to start teaching, their personal well-being was not strongly affected by the teaching itself and did not indicate high levels of stress. This study contributes to the ongoing discussion about developing positive teaching experiences and effective teaching competencies for prospective teachers. © 2009 Taylor & Francis

Representing landmarks in the professional development of teacher educators in the UK and Greece: living graphs as a methodological tool.

This paper will present the use of an innovative research methodology, living graphs, to capture and represent the life experiences and professional development of teacher educators in two universities in the UK and Greece. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. Research questions included: • What are the key landmarks in teacher educators’ professional and academic development? • How effective are living graphs as a methodological tool to illuminate teacher educators’ experiences and development? There is increasing interest internationally in the re-conceptualisation of the role of teacher educators and in particular, their developing research identities (Korthagen et al., 2005; Swennen et al., 2010). Several researchers (e.g. Harrison and McKeon, 2010; Murray, 2008) highlight the dual transition that teacher educators make into university life and lack of induction into new roles. Swennen et al. (2010) identify four main roles or sub-identities which teacher educators may adopt, but these may differ across country contexts. They argue that teacher educators often have to transform themselves in order to take on certain identities, especially the researcher role. The overarching theoretical framework used in the study is socio-cultural learning, in recognition that the specific contexts in which teacher educators work are of vital importance in the process of learning (Lave & Wenger, 1991). Eraut’s (2007) research on contextual and learning factors in the workplace is used to identify key factors affecting teacher educators’ professional learning and differences between contexts. Lave and Wenger's (1991) model of legitimate peripheral participation was useful for studying teacher educators' development over time. Visual research methods are a rapidly developing area of social enquiry and an evolving visual culture in research (Bagnoli, 2009; Iantaffi, 2011). The use of living graphs as a research method alongside qualitative interviews was adapted from a strategy often used in history teaching (Dawson, undated). A graph was created using a timeline as a horizontal axis and perceived highs and lows of research identity and professional development as the vertical axis. Participants were asked to map their personal biographies, academic and research highs and lows, career landmarks and barriers and successes using this graphic format. An embedded case study approach (Cohen et al., 2007; Yin, 2002) was used with purposive sampling to identify six mid-career teacher educators in each university. The teacher educators ranged from those in early academic careers to more experienced, and included male and female participants. Narrative analysis was used to examine teacher educators’ own accounts of these perspectives and themes were identified which related to professional/academic identity and development. Interviews were coded and cross-checked across the two universities. The living graphs were analysed alongside the interviews to see if narrative accounts matched or differed. They were also analysed in their own right to identify any similar or differing patterns between and within country contexts and in terms of teacher educators’ gender and experience. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings, we drew in particular on Swennen et al.’s (2010) identification of teacher educators’ sub-identities. Living graphs were found to be a rich data source to identify and explore landmarks, positive features and barriers to development. Enhanced verbal input resulted from using graphics to represent highs and lows of experience, including the visual representation of emotion. Questions have arisen about the most effective use of the graphs. This is a useful research tool and we argue that it is particularly suitable for researching teacher educators’ identities, but it needs further clarification and guidelines for use. The study makes a useful contribution to research on visual methodologies. The findings also contribute strongly to the growing body of international research on teacher educators’ professional development

Mature student teachers in initial teacher education in Greece: personal and academic identities

This qualitative study examined mature student teachers in initial teacher preparation for primary schools in Greece. More specifically it sought to identify the profile of mature student teachers, their intentions to become primary school teachers, their academic needs, concerns and expectations as well as their coping strategies across private and public spheres in university departments preparing primary school teachers. Adapting an ethnographic research approach and a case study design, 15 mature student teachers were followed throughout the final year of their studies, investigating patterns of personal and academic identities developed in order to become primary school teachers. Mature student teachers consist of a limited number in the total higher education student population. However their skills and experiences can be regarded as significant in course completion and contributing to a high standard of education in both the university and primary schools

Landscapes and landmarks: comparing the professional learning of mid-career teacher educators in the UK and Greece

Focus of Research This paper draws on findings from a comparative case study of mid-career teacher educators in two universities in England and Greece, in which the career experiences of teacher educators are compared and analysed. Stages of development, landmark events and contextual factors affecting professional learning will be highlighted. There is a growing body of research on the professional and academic development of teacher educators, which identify a tension between pedagogical and research requirements and aspects of the role (e.g. Murray et al 2009). The paper builds on a previous study in which key stages or landmarks were identified (Griffiths et al 2009). Methodology A case-study approach (Yin 2002) was adopted, with purposive sampling used to identify a representative sample of 12 teacher educators, representing a range of age, gender, prior experience and current responsibilities. Six mid-career teacher educators from each university were interviewed in order to map personal biographies, academic career experiences and landmarks in professional learning. The study findings are analysed within the theoretical framework of situated learning, in recognition that the specific context in which teacher educators work is of vital importance in the process of learning (Wenger 1998). Narrative analysis (Clandinin & Connelly 2000) is used to examine the teacher educators' accounts. Findings Key contextual features of each university are highlighted. Positive aspects of individual and collective practices and landmark events or processes are identified, as well as barriers to development arising from teacher educators' professional and academic roles. Findings differ considerably within the two contexts. Nevertheless, some common features of successful development and learning have also emerged, with important implications for European teacher education