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The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area.

This paper uses Hargreaves’ four ages of teacher professionalism and professional learning to frame the discussion of the development of teacher professionalism in Cambodia.

This paper argues that the Cambodian government aims to develop the teachers to become autonomous professionals in terms of curriculum and pedagogical improvements. However the reality is that the Cambodian teachers manifest characteristics of both the pre‐professionals and autonomous professionals. This paper also examines the issues and challenges faced in the development of teacher professionalism, which are entwined in the complexities of educational reform, societal and economic development. By identifying some structural, economic and socio‐cultural challenges faced by Cambodian teachers, this paper suggests that Cambodian teachers need greater teacher collaboration within a culture of trust and accountability to become collegial professionals.

The Cambodian case study adds to the literature on the development of teacher professionalism in Cambodia and illustrates the potential of comparative and international research on teacher professionalism between Anglophonic and non‐Anglophonic cultures.

The purpose of this paper is to explore aspects of creating, seeking, sharing and management of information in food blogging as serious leisure.

Participants' conceptualisation of food blogging and the role of information in it is interpreted through in‐depth interviews and analysis of activity on the UK Food Bloggers Association web site.

Food blogging as a leisure pursuit resulted in the creation of new information sources, for which existing information is a source of inspiration. The content, and style of blogs, and so their nature as information sources, were influenced by the extent of involvement in a professional‐amateur‐public (PAP) system. Information about publics or audiences was of great concern and a focus of collegial information sharing. The management of content implies greater personal information management needs, but the data did not show great awareness of this, rather interviewees were concerned with access management. Pre‐professionals had an intensified concern with Intellectual Property Rights (IPR).

Food blogs may be better understood by placing them in the context of the PAP system.

Food bloggers are sophisticated users of information and ICTs, but have unrecognised access management and information management requirements that have potentially significant design implications.

This paper adds to the growing literature on information aspects of serious leisure by examining activity within Stebbins' professional‐amateur‐public system.

Linkages between downsizing, job insecurity, and negative employee outcomes have been established, but little is known about the impact they have on interns who observe them. This article aims to examine the relationship between interns' exposure to downsizing and job insecurity and their ongoing workplace perceptions and expectations.

Two studies analyze the negative workplace experiences that influence interns' vocational socialization and pre‐employment schemata. Study 1 surveyed 96 students interning in the United States and Australia, and Study 2 surveyed 100 interns in the United States. Linear regressions were used to test hypotheses.

Study 1 reveals that interns at organizations with low employee morale, previous downsizing, and job insecurity are pessimistic about the organization in which they interned and the typical organizational culture. Study 2 indicates that interns exposed to job insecurity expect less trust and support in future employment relationships.

Data were collected using self‐report surveys, and may also reflect a uniquely American perspective. Future research should be conducted in additional locations, utilizing a longitudinal approach and various data collection methods.

These studies provide insight into the influence negative internship experiences may have on interns' future workplace and job expectations.

Major gaps exist in the documented history of occupational therapy in Ireland. The purpose of this paper is to contribute to filling these gaps by providing an overview of three major transitions in Irish occupational therapy in the century preceding the opening of St. Joseph?s College of Occupational Therapy in 1963. Research on occupational therapy’s past is valuable not only for recording and commemorating key events and individuals but also for allowing reflection on and questioning of contemporary practice and assumptions.

This descriptive paper draws on multiple documentary sources to present an overview of the first 100 years of the use of occupation as therapy/occupational therapy in Ireland from 1863 to 1963.

Three major transitions in occupational therapy in Ireland are presented: from moral treatment and the use of occupation as therapy to medical patronage of occupational therapy, from medical patronage to the early/pre-professional era and finally from the pre-professional era to the era of professionally qualified occupational therapists. To illustrate these transitions, a small number of individuals and their contributions are discussed including Dr Eamon O’Sullivan, Dr Ada English, Donal Kelly, Olga Gale and Ann Beckett.

This paper charts the foundations upon which the currently thriving profession of occupational therapy are built. The Association of Occupational Therapists of Ireland recently celebrated their 50th anniversary (AOTI, 2015a), and in 2017, it is 100 years since occupational therapy was formalised in Clifton Springs, New York, USA. Occupational therapy is a relatively young profession, and great opportunities exist to research its history in Ireland to capture the memories and experiences of the pioneers who laid the foundation of the profession as well as to situate the development of the profession in the broader social, cultural and scientific contexts within which it developed.

Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.

This reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.

It was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.

Specific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

The purpose of this paper is to discuss the gender practices of a female urban bus driver who retired after 40 years (1967-2007) in an urban bus company in northern Spain. The main objective of this study was to explore and understand the move from irreflexive to reflexive practices from a gender perspective, and to uncover new key aspects relating to the influence of women in organizational changes.

This qualitative exploratory study (interpretative phenomenological analysis (IPA)) contains semi-structured interviews which explore, using a process of analytic induction, the personal- and work-related experiences of a woman who was a pioneer in the traditionally male-dominated field of urban bus services. In order to obtain a broader overview of the organization, and using the same method, four other female bus drivers from the same company were also interviewed, along with the personnel manager.

Three different situations are presented. The first summarizes the woman’s personal motivations and hesitations during the 1960s regarding her decision to become a bus driver, occurring during her adolescence and pre-professional phase; the second illustrates the organizational and social reactions triggered by the (visible) presence of a lone woman in a traditionally male professional environment (resistance); and finally, the third situation shows the empowerment and organizational change which occurred, focussing on the possible deconstruction of the masculine hegemony at the heart of the organization.

The IPA points to a new level of visibility of this transgressed traditional role, which combined both individual and collective actions. Her experiences recount how she overcame individual, organizational and social barriers. The authors suggest a new interpretation of this visibility, enabling us to imagine gender practice as an intersection of people, organizational change and society.

The purpose of this paper is to explore the possible affects of personal traumas on the pedagogical practices of educators sometimes resulting in a type of pedagogical malpractice. The content shares an interest towards reformation in artist training programs, and personal learning experiences for K-12 teachers.

Beginning an inward/backward journey of narrative inquiry, I use autoethnography to explore the following questions: What am I teaching my students, explicitly and implicitly? To what extent do I perpetuate the traumas of my pre-professional training? How can I interrupt this legacy of abuse in my own pedagogical practices? My journey is shared through a collection of brief narrative vignettes, referred to by the musical term suite, in which I critically examine my life experiences in search of answers to these questions.

Like most qualitative research puzzles, I’m left with more questions rather than finite answers. How would my educational experiences have been different, if I understood learning as a shared privilege between teacher and student? How much more transformative could my teaching, have been, if it were not a catchall just in case I wasn’t successful in my chosen path? How might I have grown as a performer, if teaching had been a respected and integrated part of my performance curricula? How much less of a failure would I have felt when I found myself leading a classroom in later years? Would I have perceived it as a failure at all?

This situated narrative stops for the sake of article length, but the journey into becoming continues and will require consistent reflection to remain headed in the right direction.

This piece is an autoethnographic account that contributes to positive pedagogical practices.

This article explores how ethics education has evolved over the last 15 years in graduate schools of educational leadership. A review of previous studies showing an increased attention to ethics education is analyzed in the context of external pressures such as new NCATE standards, and the emerging role of moral psychology to inform how ethics is taught in other pre-professional college programs.

The whole process of reviewing and redesigning curricula is an exercise in managing change. Given the multiple stakeholders in the educational enterprise, the many forces that impact upon those enterprises, and the organized and complicated activities in which those enterprises engage, the management of curricular change can be a daunting challenge. The purpose of this paper is to suggest that this challenge can be met by adapting and applying knowledge and techniques from the discipline of organizational development and change (ODC) and by including student feedback as an important source of diagnostic input in the change process.

A process used in one American school of business for incorporating meaningful student input into the curriculum review and planning process is described. The paper reports on the use of a student survey and student focus group to generate feedback in two areas of the college's curricular concerns: the structure, operation, and impact of an introductory business course offered in the first year of the undergraduate experience; and second, the potential addition of majors, minors, and a course requirement in the business school's curriculum. The paper explains how the survey and focus group were used, summarizes the results provided by each diagnostic venue, and discusses how the diagnostic information is currently being used in the college's curricular design process.

It was recognized that there are many drivers of curriculum development, most importantly the needs and desires of employers for educated people who have the skills and competencies that can help their organizations survive and succeed. Employers constitute the ultimate marketplace for the output of educational institutions.

It is hoped that this example application of ODC techniques for diagnosing the need for curricular change will stimulate others to embrace ODC as they think about the broader issues of change in educational institutions, and in responding to needs for curricular change.