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The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT).

Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data.

The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits.

Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.

The aim of this paper is to use the lens of figurational sociology to analyse the learning networks of physical education (PE) associate teachers (ATs) in England. More specifically, it aims to develop a more adequate understanding of who is involved in the learning networks and how they influence ATs during their one-year postgraduate initial teacher education (ITE) programme.

A total of 35 ATs within a university ITE partnership took part in the study during the final phase of their postgraduate programme. Questionnaires and semi-structured interviews were used to examine the nature and impact of the interdependent relationships that they had developed with other individuals and groups. A process of content analysis was used to identify and analyse patterns in the data.

Mentors have the most influence over ATs. They support the inclusion of the ATs within the PE department, but elements of the mentors' role are contradictory and can unintentionally hinder the ATs' teaching. Mentors, teachers and tutors also share a common social habitus that ensures a degree of conformity within the PE community. New experiences tend to reinforce ATs' existing beliefs about the nature and practice of teaching PE.

These findings have implications for providers of ITE in deciding who is involved in mentor training and how it is approached. If ATs are to be introduced to more innovative teaching approaches that promote change, then tutors need to collaborate with mentors and teachers to develop awareness of their often-unplanned influence.

Applying the distinctive, and more generally sociological, concepts that make up the figurational perspective helped to develop a more adequate understanding of the ATs' learning networks. It provided an insight into the changing relationships that ATs have with their mentors and other individuals who work within the school and university context.

The purpose of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback experiences of physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme.

Semi-structured interviews, with nine PE mentors and 11 ATs within a university ITE partnership, were used to explore lesson feedback and the context in which it was provided. Interview data from the 20 participants were analysed through constant comparison to categorise content and identify patterns of responses.

Mentors were well versed in the formal feedback mechanism of a written lesson observation. This approach is well established and accepted within ITE, but the dialogic feedback that follows lessons was thought to be where ATs made most progress. These learning conversations were seen to provide less formal but more authentic feedback for those learning to teach, and were most successful when founded on positive and collaborative relationships between the mentor and the ATs.

These findings have implications for providers of teacher education and more specifically how they approach mentor training. The focus on lesson observations has value, but examining more informal dialogic approaches to feedback may have more impact on the learning of ATs.

These findings support the value of lesson feedback but challenge the primacy of formal written lesson observations. The learning conversations that follow lessons are shown to provide authentic feedback for ATs.

The purpose of this paper is to analyse the learning conversations that take place in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the learning conversations that occurred between physical education subject mentors and their associate teachers (ATs) during a one-year postgraduate programme.

Self-completion questionnaires and semi-structured interviews, with 11 ATs within a university ITE partnership, were used to explore ATs’ perceptions of the learning conversations that occurred between them and their mentors. A process of content analysis was used to identify and analyse themes in the data.

Meaningful learning conversations are not exclusively based on mentors’ feedback on ATs’ teaching. The ongoing everyday dialogue that occurs between mentors and ATs has a direct impact on the ATs’ teaching and a more indirect effect of nurturing collaborative relationships and providing access to a learning community. Successful mentoring is not realised through an isolated weekly lesson observation of the ATs’ teaching. It is an immersive process where the AT and the mentor face the ongoing challenge of exploring aspects of pedagogy and developing a relationship that is conducive to shared learning.

These findings have implications for providers of ITE and more specifically how they approach mentor training. Examining learning conversations, and in particular the more informal everyday dialogue that occurs between the mentor and the AT, may have significant impact on the learning of those who are training to teach.

Informal learning conversations are central to the mentoring process. These findings highlight the value of learning conversations and in particular the impact of informal everyday dialogue that may otherwise be overlooked.

This study aims to examine whether the disclosure tone in earnings announcements is related to a firm’s corporate social responsibility (CSR) performance.

Considering the lower likelihood of earnings management conducted by CSR-conscious firms, and the significant market impact of the tone of disclosure in the earnings announcements, the study investigates whether firms with good CSR performance attempt to influence investors’ judgements through “soft information” and, thus, produce earnings announcements with more positive tone. Specifically, it examines whether CSR performance is positively related to the optimistic disclosure tone in earnings announcements.

The study finds that more socially responsible firms exhibit a more optimistic tone in earnings announcements. The findings are robust to a variety of sensitivity tests and data from different years. Furthermore, the study finds that the positive association between CSR performance and disclosure tone in the earnings announcement is particularly apparent in the manufacturing industry.

This study contributes to the literature in multiple ways.

These findings should assist regulators in better understanding the verbal components in earnings announcements.

It is possible that firms might opportunistically engage in CSR activities to enhance their social image to exaggerate financial performance and influence investors’ 2019 decisions.

These results show that CSR performance is positively associated with the optimistic tone in earnings announcements. The findings are consistent with two alternative interpretations. First, even though CSR-conscious firms are unlikely to engage in earnings management, they may engage a more subtle form of impressions/tone management. Second, firms with better CSR performance may have better financial performance, and thus are more confident and optimistic, resulting in a more positive tone in their earnings announcements. As the study controls for financial performance and find a positive relation between CSR concerns and optimism in earnings announcements, it favors the previous explanation.

Financial reporting decisions are influenced by environmental and individual factors. One environmental factor is the example set by management. Research has shown that the tone at the top is related to financial reporting decisions. However, this does not take into consideration that ethical cues from an employee's supervisor might also be relevant. On an individual basis, people who make unethical financial reporting decisions do not appear to be bad or evil people. So, why do these seemingly “good” people make these decisions? The theory of self-concept maintenance (Mazar et al., 2008) posits that individuals balance the desire to gain by behaving unethically with the desire to maintain a positive self-image by behaving ethically. How one balances these is based on one's ability to rationalize an action as honest, with decisions seen as having an ethical component being more difficult to rationalize. Findings indicate that having one person in a leadership position demonstrate a commitment to ethical behavior is related to more ethical financial reporting decisions, whether that person is at the top or closer to the middle. Additionally, a strong tone at the top is related to perceiving a situation is an ethical dilemma while a strong tune in the middle is not. Last, the authors find that a stronger perception that a situation is an ethical dilemma is associated with more ethical financial reporting decisions when the tune in the middle is controlled for, but not when the tone at the top is controlled for.

This study examined the relation between appearance concern (i.e. a dispositional focus on one’s looks) and responses to an intervention targeting suntanning and sunscreen use among young adults. The intervention produced increases in sun safe attitudes, intentions, and behavior. Appearance concern was correlated at posttest with perceived vulnerability to the damaging effects of the sun, perceived severity of the damaging effects, and perceived rewards of a tan. One month later, only the association with perceived rewards was significant. Appearance concern was not significantly correlated with intentions or change in skin tone. More powerful interventions may be needed to have a lasting impact on attitudes and behavior regarding sun exposure. However, such interventions must not provoke defensive reactions in individuals who are high in appearance concern.

Medical uncertainty is recognized as a critical issue in the sociology of diagnosis and medical sociology more generally, but a neglected focus of this concern is the question of patient decision making. Using a mixed methods approach that draws upon autoethnographic accounts and third-party interviews, we aim to illuminate the dilemmas of patient decision making in the face of uncertainty. How do patients and supportive caregivers go about navigating this state of affairs? What types of patient–doctor/healthcare professional relationships hinder or enhance effective patient decision making? These are the themes we explore in this study by following patients through the sequence of experiencing symptoms, seeking a diagnosis, evaluating treatment protocols, and receiving treatments. In general, three genres of culturally available narratives are revealed in the data: strategic, technoluxe, and unbearable health narratives.