Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program

This chapter describes the initial stage of implementing a critical community of practice within a university-based teacher induction program in Southern California. This case highlights how novice critical teachers work together to support one another, engage in problem-solving, and bridge theories to action to address challenges they face in their teaching. Implications for using critical community of practice in academic programs and professional programs to bridge critical theories to equitable practice are presented.

Prospect and Practice of Teacher Induction in Nepal

The process of converting pre-service teaching into an in-service teacher is known as induction and this technique of teachers’ professional growth has been gaining momentum in the world of teacher education throughout the world. Nepal is a developing country and it has not started the teacher induction program formally yet. This study is an attempt to investigate the role and prospect of teacher induction. The study employed a descriptive method and used secondary sources to make arguments. For the argumentation, the study at first makes a claim and it is supported by already published literature. Those secondary sources of data comprise previous researchers, journals, and other standard publications. The study found that using induction, teachers around the world developed their professional abilities and their inhibitions and disappointments were removed since they got an opportunity to collaborate with professional teachers, it has become a life-long experience and different features and components of it made it more reliable and valid. The study suggests that it is extremely necessary to introduce a teacher induction program in all levels of education and if can be done teachers’ professional development can be practically achieved.

The Influence of School Context Factors on the Induction Support as Perceived by Newly Qualified Teachers

This study explores the relationship between school demographic characteristics and the amount of provided induction activities, as perceived by beginning teachers (BTs), with special attention for Professional Development Schools and non-Professional Development Schools. The aim is to provide information that is useful to improve induction arrangements to particular school contexts. Data were collected in a Dutch national induction program in which qualified BTs are supported in their first 3 years of professional practice. The support monitor measures multiple induction activities with regard to the implementation of workload reduction, school enculturation, professional development plans and lessons support. 1,670 BTs working in 195 schools reported on these activities. Linear regression analyses revealed that less induction activities were associated with schools with multiple locations, more enrolled students and number of BTs employed, and with schools with older male teaching staff. No significant differences were found between the amount of support perceived by BTs in PDSs and non-PDSs. Yet school characteristics revealed stronger predictive values for the amount of support provided in non-PDS settings. These insights are relevant for mapping school differences in induction arrangements in order to enhance the equity of support across schools to assure the development of teaching skills of BTs.

An eLearning program to prepare residents for a rotation in pediatric emergency medicine: A qualitative study

Background: To meet ACGME-I (Accreditation Council for Graduate Medical Education–International) training and duty hour requirements, we converted our 3-week-long pediatric emergency medicine induction program to an eLearning program. Objectives: The study aimed to identify areas of the eLearning program residents perceived useful and the components that helped them prepare for clinical work. Methods: The qualitative study took place in a tertiary pediatric emergency department. Twenty-seven residents from family medicine, emergency medicine, and pediatric medicine participated in focus group discussions to explore how they perceived the eLearning program helped prepare them for work. The interviews were audio-recorded, and transcripts were analyzed and coded into categories and themes. Results: Four themes emerged from the data analysis: residents’ access to the eLearning program, instructional methods, eLearning design elements, and supplementary learning. Residents valued autonomy to control their pace of learning and use online features that matched their preferred learning styles. Design features such as the use of questions and quizzes helped stimulate learning, but attention had to be paid to the order of questions in the modules and the format of the questions. Written guidelines served as a good reference for learners and face-to-face sessions accompanying the eLearning program helped reinforce knowledge and offered opportunities to interact with faculty members to clarify questions. Conclusion: Systematic planning focusing on access, instructional methods, and design is essential when creating eLearning programs for residency training. eLearning programs can be enhanced by the incorporation of team-based learning and having accompanying written content to reference.

A trio of teacher education voices: developing professional relationships through co-caring and belonging during the pandemic

PurposeThis research is situated at a metropolitan university in Melbourne (Australia) where the authors work in initial teacher education programs within the same faculty. The purpose of this study is to raise awareness that collegial, collaborative and “co-caring” environments can foster an improved sense of belonging, acceptance and inclusion in the academy. They also argue that communities of practice may foster an improved sense of belonging that enhances empowerment and harmony among all staff in academia in pandemic times and beyond.Design/methodology/approachThe authors draw on case study methodology as a qualitative approach to understand and illuminate the phenomena under study. Case study methodology provides an in-depth understanding of their trifocal voices, as it allows them to voice their stories through collaborative autoethnography. The authors use self-narratives to unpack their sense of belonging in academic spaces. Collaborative autoethnography (CAE) enabled them to work together as a team of women and as a community of researchers.FindingsThe findings foreground the responsibilities of casual staff while concomitantly articulating the challenges faced by both permanent and casual staff to create a “sense of belonging” in the academy. The authors found that social connection engenders a sense of belonging and inclusion within a space that is often beset by neoliberal ideologies of competitiveness and individual achievement. They articulate their stress, pressure and uncertainty as permanent and as casual academics working supportively to develop and maintain identity in very difficult circumstances. They share how they developed professional relationships which bring unforeseen benefits and personal friendship at a time of especially restrictive practices.Research limitations/implicationsThe paper includes three voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. Employing CAE offers the possibility of delving more deeply into the emotional complexities inherent within this method for further research. They recommend a sense of “co-caring” as a form of pastoral care in the “induction program” for all academics including casual staff. While this may not “strategically” fit in with many because of power imbalances, the journey of co-caring and sharing and building friendships within the academy has a limited presence in the literature and calls for further investigation.Practical implicationsThe authors draw attention to the need for higher education institutes to recognise the role permanent staff play when working with casual academics.Social implicationsThe authors draw attention to the need to be inclusive and collaborative as a way to improve the divide and strengthen connections between permanent and casual academics at university worksites. This is imperative given the shifting demographics within Australia and its workforce. They also highlight issues of race in the academy.Originality/valueThis is an original work carried out by the authors. It raises concerns about a sense of belonging in the academy, job certainty and the place of people of colour as these issues may also be experienced by other full-time and casual academics.

572 Closed-Loop Clinical Audit on Blood Results in Urology Department During Ward Rounds

Aim Clinical governance states that blood results should be flagged during ward rounds to enable better assessment of inpatients. As per our institutional Protocol, each patient is assigned a blood sheet which should be updated every day with outstanding bloods flagged with a circle. The aim of the audit was to evaluate the quality of blood result sheets and to discuss results in order to enhance patient care. Method Data was collected from the Urology ward at Glasgow Royal Infirmary continuously during November 2020. We reviewed the flagging of abnormal bloods and whether clear documentation of baseline eGFR was included. Intervention was carried out by series of discussion with the nursing and the medical staff along with display posters throughout the ward and staff rooms. Results Overall, first cycle assessed 65 folders and second assessed 79. We noticed that the flagging of outstanding blood results increased from 70% to 74%. Documentation of baseline eGFR raised from 32% to 44%. Initially, only 73% of results were appropriately placed in the correct patient nursing folder which improved and reached 100% on review. Conclusions The first cycle of the audit demonstrated serious breach of protocols which could delay and affect patient care. The re-audit cycle post intervention illustrated that active efforts on the part of medical and nursing staff can significantly improve the outcomes. However, sustained intervention in the form of audits and induction program is needed to bring a sustainable change in the departmental practice.

PROGRAM INDUKSI DAN ORIENTASI KARYAWAN BARU SECARA VIRTUAL DI MASA PANDEMI COVID-19 PT TELKOM INDONESIA (PERSERO) TBK

COVID-19 has potential to change the culture. The COVID-19 crisis has forced virtual working to become the main method of doing business in the modern due to social restrictions such as PT Telkom Indonesia. Management in PT Telkom Indonesia is faced with the problem of how to keep the orientation program during the COVID-19 pandemic because the company really needs these new employees so that business processes can continue to run smoothly. This virtual orientation program does not reduce orientation values, participants can still survive, thus adding many new experiences because all assignments are made online. The point is that participants can still carry out their normal activities because technology is getting more sophisticated. This paper uses a qualitative research approach. Data collection techniques are made in two ways, field studies and literature studies. Field studies were made by interview. Orientation program are not easy because participants and companies only meet virtually. Companies should overprepare. Companies can make detailed guidelines for the implementation of the Orientation Program, make a priority scale, and always provide feedback as soon as possible on the final result. The advantages of this virtual induction program are (1) the company can save costs; (2) shorter event time; (3) safe from COVID-19 (4) the application of New Technology based on Virtual Meeting. The weakness of this virtual orientation program is (1) lack of control from mentors; (2) minimal experience for employees because material that should require meeting physically is not well conveyed, one of which is increasing collaboration between teams.

Induction Program of Teacher Training of Khyber Pakhtunkhwa in the Light of Standards for Elementary Teachers in Pakistan

This study looked at the induction training program introduced by the government of Khyber Pakhtunkhwa in the light of National Professional Standards for Elementary Teachers (NPSET) in Pakistan. For this purpose, five necessary standards for teaching were compared with the induction training. A qualitative research design was used, 20 teacher trainees were purposively selected for detailed interview-based on five National professional Standards for Elementary Teachers in Pakistan. The data were analyzed through thematic analysis technique, the interviews were transcribed, categorize, and then thermalized. From data analysis it was found that the induction program was not based on national professional standards as the focus of induction was not on the professional development of teachers rather its focus was on content teaching. It was recommended that induction should bring some changes within its practice as this program needs to focus more on professionalism rather than content teaching and hence must focus on professionalism rather than content teaching.

Physicians as viral hepatitis advocates: empowerment through education

Background: Viral hepatitis is the most serious infections due to its asymptomatic nature for a long period and complications like liver cirrhosis and hepato cellular carcinoma. Also, available literatures suggest low vaccination status, poor to moderate knowledge about prevention and management of viral hepatitis. Moving forward, physicians can act as advocates in disseminating the correct knowledge about prevention and transmission of viral hepatitis. With this background one-day training program for physicians was conceptualised under project PRAKASH to educate and empower them about prevention and management of viral hepatitis.Methods: A pre-post study design was undertaken among the physicians who registered themselves for hepatitis induction program. An online link to the knowledge, attitude and practice (KAP) questionnaire consisted of 59 questions of knowledge (35 questions), attitude (12 questions) and practice (12 questions) along with demographic variables was shared with the registered participants. Same knowledge questions were asked during post-test. Paired-t-test and Independent samples t-test were used in analysis using statistical package for the social sciences (SPSS) v-21. Level of significance was taken at p<0.05.Results: A total of 204 clinicians were trained over five training and pre-post was available for 170 participants. The mean knowledge, attitude and practice scores were found to be 25.11±4.85, 50.17±6.86, 20.18±3.90 out of total score of 35, 60 and 24 respectively. Post knowledge score had increased significantly when compared with pre-score. Pre-knowledge score was found significant with experience level.Conclusions: Overall, study observed significant improvement of knowledge among physicians which can be attributable to training program and this program can be up scaled and help in empowering the physicians on various health-related topics across the country.