Years/Fears: From Artist to Teacher to Somewhere In-Between

As I began my first year of graduate school - admittedly, a shaky start of my own - a group of my former students began to struggle with their transition to high school. Upon hearing this from my friend, colleague, and their current theatre teacher (who I will call Ms. M), I developed a workshop curriculum focused upon health for the artist to facilitate for her company. Both the development of this curriculum and the facilitation of the workshop itself brought on an incredibly cathartic reflection of my own journey towards prioritizing health as an artist. This is the product of that, with the workshop materials I created interspersed for anyone who may wish to recreate a similar experience for their company - said Ms. M afterwards: “This should be taught every year to every high school and college theatre company - it is just SO important.” I hope you feel the same!     

AN INVESTIGATION INTO THE EFFECTS OF THE DES BURSARY SCHEME ON BOTH THE ‘QUALITY’ OF INTAKES TO PRE‐SERVICE TEACHER EDUCATION COURSES AND THE EXTENT OF STUDENT DROP‐OUT FROM THOSE COURSES

The DES bursary aims to attract people onto pre‐service education courses in order to train as physics, mathematics and CDT teachers. Perceptions of the effectiveness of this initiative, and its influence on the comparative quality of entrants to these courses are investigated with the tutors leading bursary courses. Responses in the three subject areas are presented. The drop‐out rate of students from the courses is shown to be in the order of 7%.     

Career Identity Among Community College Students

Career identity development is salient in adolescence and young adulthood, but little research has assessed career identity in populations other than four-year college students. Context should be considered when examining career identity, and to address this gap in the literature, the current study examined the extent to which parental support for career, work experience, and career decision self-efficacy (CDSE) influenced career identity evaluation (i.e., engaging in in-depth career exploration and identification with one's career) in a sample of community college students. Results showed that parental support for career was predictive of CDSE, and CDSE was predictive of career identity evaluation, which suggests parental support for career indirectly affects career identity evaluation through CDSE. In contrast to expectations, work experience was not associated with CDSE or career identity evaluation. Findings suggest differences in career identity development for two-year community college and four-year university students.