Search results

The purpose of this paper is to present what the study of the experiences of beginning teachers and their informal learning says about the process of learning to teach, and to discuss the main emerging themes in relation to a wider literature.

The design of the paper is essentially ethnographic and building of grounded theory, based on an accumulation of data derived from interviews with beginning teachers and connecting to extant theory.

The findings are that a focus on the informal learning of beginners in teaching leads to the notion of learning as becoming that is predominantly emotional and relational in nature with the emergence of teacher identity.

The research is limited in its exploration of the cognitive dimension of professional learning, a dimension which may be elicited using a more tightly focused and structured method.

The implications are that learning to teach is not determined by a professional standard and that a revised standard would need to take account of these findings.

The value of the paper lies in the pursuit of informal learning as a research area in teaching to reveal a greater complexity of learning in that specific professional context; and showing how the understanding of learning to teach can be enriched through a wider appreciation of the school as workplace, workplace learning and connections to a wider philosophical literature.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

The purpose of this paper is to investigate whether there is room for a stabilising fiscal policy, through an analysis of the supporters of the new classical economics and the supporters of the new Keynesian economics. There are no reliable results on the Keynesian and non-Keynesian effects of fiscal policies. As such, the policy-mix becomes a problem of theoretical approach, in the sense of a strategic game between monetary authorities and tax authorities (among them). This points to the problem of coordination between budgetary authorities as being the central debate within the Eurozone. The end-result is that without fiscal policy coordination, Eurozone member states are working on a series of non-cooperative games that are inefficient, because no player can improve its position by unilaterally changing its strategy.

The analysis starts from the experience of three countries in the 1980s, these are Denmark, Ireland and Sweden. In all three cases the adoption of restrictive budget policies has provoked a strong, rapid and enduring resizing of public debt, and growth did not weaken, moreover it accelerated. In all three cases the logic behind the policy-mix actions allowed the individualisation of the respective roles of fiscal and monetary policies. Fiscal policies were joining with fiscal instruments and reduction in public spending and furthermore monetary policy was accommodated in respect of the budget contraction.

First, the authors were not able to identify an analytical method that can ensure the success of a fiscal policy. Second, analysing fiscal policies within the Eurozone implies also that the authors reflect on the need for a coordination of these policies. In fact, the authors have shown how the possible coordination of economic policies in the Eurozone would result in major benefits for all member countries.

In the absence of fiscal policy coordination, member states are engaged in a series of non-cooperative games that prove inefficient, when no player is able to improve its position by unilaterally changing its fiscal policy. The coordination of national fiscal policies generates a collective advantage, bringing each state to consistently change its strategies.

The purpose of this paper is to critically reflect on evidence relating to the development and delivery of apprenticeships and its potential implications for pre-registration healthcare education.

An iterative review of English language literature published after 1995 to date relating to apprentices and apprenticeships was undertaken. In total, 20 studies were identified for inclusion. Only three related to the most recent apprenticeship initiative in the UK, and the majority were UK based.

Three key themes were identified: entering an apprenticeship, the learning environment and perceptions of apprenticeships. Successful completion of an apprenticeship relies heavily on both understanding the role the apprentice is seeking to inhabit, as well as well-structured and comprehensive support whilst on the programme. These findings are then discussed with reference to professional body requirements and pre-registration education in healthcare.

Appropriate work experience and support for learning are critical to apprenticeship success and apprenticeships should be given equal status to traditional healthcare education routes.

The introduction of the Apprenticeship Levy in April 2017 (Finance Act, 2016), acknowledgement that all National Health Service Trusts will be levy payers and the introduction of targets relating to apprenticeships for public sector employers have all contributed to growing interest in the apprenticeship agenda in health and social care.

John Taylor devised a simple monetary policy rule that links the Federal Reserve's policy interest rate with inflation and output targets. This paper compares actual policy rates with the rates that would have been recommended by the basic Taylor Rule for three long periods in U.S. economic history: 1875–1913 (“Pre Fed”), 1914–1951 (“Early Fed”), and 1952–1998 (“Modern Fed”). In addition, the authors develop a more complex version of the Rule to facilitate a comparison of the way in which each monetary authority would have reacted to the economic challenges presented outside its own time period. The empirical evidence suggests that Modern Fed would have reacted more promptly and appropriately to inflation and output problems outside its time period than either Early Fed or Pre Fed, and that the movement of interest rates in the Pre Fed period came closer to the corrective policies of Modern Fed than did those of Early Fed.

We would like to thank C. Y. Chen, Wenchih Lee, two anonymous referees and the seminar participants at the 2000 FMA annual meeting for their helpful comments and encouragement. All of the remaining errors are our responsibility.

Accompanying the casino liberalization in Macau has been the massive increase in the importation of migrant workers to drive the labour-intensive, service-oriented economic growth there. Nevertheless, the employment of migrant workers has become an intensely contentious issue. The traditional pluralist approach to migration policy has highlighted a mismatch between restrictive policy pronouncements and actual expansive outcomes. This mismatch has resonated strongly in Macau, where the number of migrant workers skyrocketed in the last decade in spite of repeated guarantees from the government of the adoption of a protectionist labour policy. The pluralist approach has attributed the mismatch to strong constituencies supporting more immigration. The purpose of this paper is to dispute this and maintain that the Macau Government is a capitalist state committed to increasing labour importation to facilitate wealth accumulation.

The paper uses a qualitative approach based on extensive research of news and media reports, facilitated by a close observation of political developments.

The Macau Government started, in 2005, to talk about reforming its labour importation programme by adding a migrant worker levy, a ratio mechanism and a six-month waiting period. This paper investigates how the capitalist state navigated the reform process by promising changes and building consent with the working classes. The author maintains that “a game of protection” has been constructed and played to secure the consent of the local working classes for the migrant worker programme.

Very little literature is available that has studied the changes made to the migrant worker system in Macau. This paper will help to close this gap.

With the purpose of promoting cross-field dialogue, this paper aims to review workplace learning (WPL) and human resource (HR) literature. The authors endeavour a conceptual examination and discussion of the bridges that link both research fields in relation to learning, in an effort to establish an integrated understanding of learning in workplaces.

This paper uses a scoping review focused on how learning is approached in WPL and HR studies. An analysis of the selected literature reveals fundamental themes and dimensions that further our understanding of learning in the context of work.

Overall, there are three learning dimensions where WPL and HR conceptually interrelate, namely, skills, incentives and work design. The scoping review also shows that HR is output-oriented and looks to learning as capital for enterprises, especially in light of enterprise performance for competence development. WPL centres more upon socio-cultural and practice-based configurations and the individual. It encompasses the human dimension of learning as something enriching the whole of life, including work life.

This paper contributes with a unique inquiry into the interrelations between WPL and HR approaches to learning, highlighting the complementarity between WPL theoretical features and HR practices. At the core of our findings is that WPL becomes analytically visible through how HR learning strategies are designed and deployed in the forms of skill development, incentive structures and work design, referring to both workplace structure and cultural features.

Increasing government regulation of educational practice with public accountability through a national curriculum and external testing, the establishment of professional teaching standards and associated teacher accreditation requirements are strong forces in contemporary Australian education. This paper aims to identify and examine some of the current governmental policies and the associated institutionalised requirements for initial teacher education within this particular context.

It focuses particularly on preservice English teachers, and in addressing these issues, there is an exploration of the contested territory of the subject English, the key factors affecting initial teacher education students and the effects of professional standards on educators.

It is argued that there is a need for a much broader vision of educational purpose, a richer construction of subject English than is defined by the testing of traditional literacy skills and productivity outcomes, with a greater empowerment of teachers whose achievements are increasingly limited by narrow accountability measures.

Formal accreditation demands appear to constrain the various multimodal practices and creative, collaborative pedagogies that enhance educational experiences in the twenty-first century. The challenge ahead for educators is to find a balance between the contemporary pressures of a global society, external expectations, professional aspirations and personal values.

This chapter provides a qualitative discussion on the role of social justice mechanisms as a response to alleviate stressors within neoliberal frameworks. Lifelong learning (LLL) has various models and goals, inclusive of social justice. It establishes flexible learning modes and environments to expand educational opportunities to include disadvantaged or marginalised individuals (Armstrong, 2014; Yang, Schneller, & Roche, 2015). Further, LLL has the capability to assess new events and use methods to effectively implement strategies that manage negative educational and economic impacts (Sharma, 2004). Within the Bologna Process (BP), LLL continues to be evaluated, and interestingly, LLL operates within this system that aims to create universalised and standardised practices across participating countries. As a result, there is a dynamic relationship of flexible learning within a structured framework.

This chapter addresses the issue of whether and how LLL has been responsive to major social and economic crises that have impacted the BP and inevitably learning processes. To determine LLL responses and possible contributions, a case study examination of policy and implementation in Scotland is presented through the lens of two major global crises. The two crises are the 2008–2009 Global Recession and the 2019–present day COVID-19 pandemic, which have impacted the planning and provision of education across the European Higher Education Area (EHEA). Analysis is drawn from national government documents, academic and international organisation research papers, an interview and articles from relevant years. Challenges in LLL provision are also presented in the analysis. And although we cannot forecast with certainty the next global crisis to impact our educational system, this chapter concludes with points on how future impacts may be mitigated through LLL.

The purpose of this paper is to develop an understanding of mentoring as a workplace process. The mentees are post-graduate student teachers hosted in placement schools. The research aims to explore the experiences of key participants in a policy context where the role and scale of school-based teacher training is expanding rapidly.

This is an interpretative case study of mentoring practices assigned to a secondary level initial teacher training partnership, with the mentors being subject teachers working in school departments which host post-graduate student teachers. The case study was investigated over two years and included focus groups, interviews, questionnaires and content analysis. Participants were student teachers, their mentors and both school-based and university-based tutors.

Positive experiences of mentoring are not universal. Mentoring interacts with the required processes of monitoring and reporting and in some cases the power structures associated with these processes conflict with the less performative aspects. However, when mentors are offered evidence of student teachers’ perceptions and theoretical constructs of mentoring as practice they can start to recognise that it can be enhanced.

The quality of mentoring in initial teacher education will take on even greater significance in jurisdictions, such as England, where the role of workplace learning is strengthened as a result of changes of government policy.

The outcomes of this study will be relevant to policy makers, school-based mentors and system leaders for teacher education – whether school or university based.