Critical consciousness development for teachers of multilingual learners: A cultural/linguistic immersion program shaping early teaching careers

The gender gap in job burnout research indicates that women score higher on job burnout. However, this gender difference has rarely been studied from developmental perspectives. Moreover, the underlying gender differences in job resources—driven by gendered socialization in early career years—have been under-investigated. The present study examined the trajectory of early career job burnout, gender differences in job burnout development, and gendered job resources. Results from latent growth curve modeling (N = 619, 65.3% women, ages 26–34), using the longitudinal data from three time points (2013–2020), showed that the trajectory of job burnout was decreasing in early career years, and this pattern did not vary between genders. As expected, women scored higher in job burnout. Gender differences in job resources were found: parenthood status only prevented job burnout for women, whereas income and partner support only prevented job burnout for men. Belongingness to the workplace prevented job burnout for both genders. Findings suggest that young adults make use of job resources from their socialization in early career years and experience a decreasing pattern of job burnout. The current gender gap in job burnout may be explained by gender differences in socialization and roles in early career transitions.

Navigating the early career years: Barriers and strategies for young adults with disabilities

Training teachers for the public health workforce: systematic mapping and synthesis of effectiveness and processes

A brief autobiographical history is presented covering my 57-year career as a criminologist. I begin with my early childhood experiences, growing up during World War II, my undergraduate and graduate school experiences, and my early career years at San Diego State University and the University of Colorado, Boulder. I then discuss two of the major themes in my research developed during these early career years: self-report measures of delinquent behavior and the Integrated Theory of delinquency. My later career years are described, and the third major theme of my work, the identification and promotion of effective delinquency prevention programs, is discussed.

When language teachers enter a classroom to teach in their early career years, they hold many different beliefs and feelings about how to conduct their classes that for the main part remain at the tacit level of understanding. However, it is important for early career language teachers to become aware of these beliefs and feelings so that they can critically reflect on their significance during this challenging period. Metaphors can offer early career teachers a rich means of identifying their experiences and beliefs that underpin their understanding of teaching and learning a second or foreign language. This qualitative study sought to contribute to the discussion of the experiences of four early career English as a foreign language (EFL) teachers through their use of metaphors to describe their personal understanding of their beliefs and feeling. Specifically, the case study examined the metaphors used by one teacher in her 2nd year, another in his 3rd year an additional teacher in his 4th year, and one in his 5th year of teaching. Results indicate that teachers in their 2nd and 3rd years chose personal metaphors that ‘diagnose’ deficits and thus must be in control, while in their 4th and 5th years the teachers wanted to motivate and facilitate the learning process rather than control it.

Economics job candidates face considerable professional and financial uncertainties when deciding between academic and nonacademic career paths. Using novel panel data, we provide a broad picture of PhD economists’ early career mobility and earnings growth–both in and outside of academia. We find that academic jobs have fallen to just over half of US placements, with growing shares in tech, consulting, and government. We document considerable early career job mobility and higher earnings growth among job changers, private-sector economists, and men. We also find an earnings premium for graduates of top-ranked PhD programs that grows over early career years in academia while shrinking in the private sector. These different earnings dynamics mean the opportunity cost (in terms of potential earnings) of remaining in academia is generally less for graduates of top-ranked programs, although there is significant dispersion in mid-career earnings among these academics.

11054 Background: Training and early career years coincide with childbearing and raising young families, which places increased demands on new parents. With increasing numbers of female oncologists in the workforce, there is a need to assess and amend current workplace lactation policies. We surveyed Medical and Radiation Oncology trainees and early career faculty to assess policies and practices regarding lactation during training and early career. Methods: An anonymous 48 question cross-sectional survey developed by researchers with expertise in gender equity was distributed via email and social media channels between May and June 2021 to oncology trainees and physicians within 5 years of terminal training; program directors (PDs) were surveyed separately. Descriptive statistics were used. Results: Of the 255 complete responses, 26% (65) respondents breastfed for any length of time upon return to work. Of these, 54% (35) were trainees and 46% (30) early career faculty. 69% (45) had access to a designated lactation room; however, 57% (37) noted that duration of their pumping breaks was inadequate to access and use the lactation room. Most (60%, 39) did not feel comfortable asking for protected time to pump. Employment contracts did not specifically include pumping breaks for 66% (43), while 34% (22) were unsure about their contract policies surrounding lactation. Of all breastfeeding mothers, 77% (50) felt their colleagues to be supportive of their needs; a minority reported negative responses due to pumping breaks from faculty (11%), co-fellows/colleagues (8%) and clinic staff (15%). 51% (33) bought a wearable pump prior to return to work, of which 70% (23) found it financially burdensome. Most common reasons for buying a wearable pump were to improve efficiency during work hours (61%, 20) and lack of adequate pumping breaks (39%, 13). Among 23 PDs who responded to the survey, 65% (15) had a program policy regarding lactating trainees, 9% (2) blocked clinic appointments to allow pumping breaks, 91% (21) provided lactation rooms, 83% (19) reported the lactation rooms are easily accessible. Conclusions: Both infrastructure and time accommodations made for the lactating parent are inadequate. There is a disconnect between the trainee and PDs’ perception of provided accommodations. Systemic changes that provide adequate time and space for lactation to busy clinicians and trainees is imperative to ensure retention of women oncologists in the workforce.

Current discourses on education in Australia link teacher shortages to lack of preparedness upon entering the profession. While initial teacher education (ITE) faces increased scrutiny, few studies examine how ITE content relates to subsequent career outcomes. This study investigates relationships between teachers' professional satisfaction and ITE content using teacher questionnaires from the Program for International Student Assessment collected in 2015 and 2022. The analysis reveals a decline in professional satisfaction between 2015 and 2022, with a sharp drop during teachers' early career years. Multilevel modelling indicates associations between professional satisfaction and specific ITE content areas, such as parent engagement and behaviour management. This modelling also shows changing patterns in satisfaction correlates: associations with gender diminished while career entry age became significant. While findings suggest ITE may contribute to professional satisfaction, these improvements appear modest compared to broader declining trends. These findings suggest recent policy emphasis on standardizing ITE content may yield modest benefits, but they are unlikely to address the systemic challenges driving declining professional satisfaction, particularly among early career teachers.

Young people often develop natural mentoring relationships with nonparental adults during adolescence and young adulthood. While much has been learned about the benefits of natural mentoring for more proximate outcomes such as mental health and education, relatively little is known about the causal impact of youth mentoring relationships on career opportunities. This study uses data from the National Longitudinal Study of Adolescent Health (Add Health) survey to explore the effects of different kinds of natural mentoring relationships on employment outcomes during the early career years (when workers are in their late twenties and early thirties). Whereas traditional methods of causal conditioning show a broad range of employment benefits from being mentored, results from counterfactual analysis using propensity score matching reveal that the benefits of mentoring are confined to intrinsic job rewards. The findings imply that mentors help steer youth toward intrinsically rewarding careers.

The aim of this paper is to understand how the accounting professor in Brazil begins his teaching profession, and the challenges faced, the expectations raised, and the stimuli received in the early career years. The survey was carried out through semi-structured interviews with twenty-two accounting professors to identify the meaningful experiences in the beginning of their careers. The interviews were guided from the narrative of the subjects and the evidence was analyzed making use of thematic analysis templates, resulting in two main categories: previous and early career experiences; and challenges, expectations and influences in the early teaching. The results point that the meaningful experiences, which contributed for the teaching, were obtained through academic tutoring in undergraduate course, and teacher training in postgraduation, as well as in the several professional areas of the accountant, in the job market. The entry in the career was marked by the challenges of age, lack of preparation and insecurity. This study contributes to reflecting a new look for experiences in undergraduate program, such as academic tutoring, as “the first teaching opportunity”; and for the implementation of “introductory” teaching, and continuing education courses in the Educational Institutions, so that the teacher feels as he is part of the process when he understands the positive impacts of his participation, for his personal and professional development.

The deep economic, social, technological and cultural changes in Europe represent a real challenge for teacher education. The teacher's role is becoming more complex and demanding, while the expectations of society are rising. Teachers are expected not only to enable optimal development of increasingly heterogeneous groups of pupils, but also to mitigate the effects of social inequality. All this requires qualitative changes in pre‐service and in‐service teacher education. In this regard, the transition from school/university to professional life — the induction period and early career years — requires special attention. In this phase, a fruitful synthesis of theory and practice can occur if novices are systematically introduced and supported by good mentoring in the transition from study to school life and culture, but a ‘practice shock’ is also possible during which many positive effects of pre‐service education are lost. Our aim is to identify some principles and optimal solutions that would foster teacher's professional development in this important phase of their career.

Teacher identity evolves over time and is often characterized by crisis and destabilization. Based on self-reflection journals and in-depth interviews, this narrative inquiry explores the identity evolution and the accompanying contributive factors of identity crisis of three experienced Chinese EFL teachers in a higher vocational college in China over ten years, aiming to unveil the interactions between teachers’ identity evolution trajectories and identity crisis factors. Findings show that, under the interplay of macro-level social factors, meso-level institutional factors, and micro-level personal factors, the three teachers’ professional identities underwent from honeymoon phase during their early career years, to confusion phase and dilemma phase in the mid-career years featured by identity crisis. It is suggested that relevant parties should attach more importance and make efforts to scaffold Chinese EFL teachers’ identity development during their mid-career phase in the particular L2 context of higher vocational college in China, so as to help them maintain high commitment to their professional identity and teaching throughout the whole career.

This study aimed to evaluate the current state of congenital interventional cardiology training worldwide, with a focus on case volumes, competency assessment, and the need for ongoing mentorship during early career stages. A survey was conducted among program directors (PDs) of congenital interventional training programs across the globe. The survey gathered data on training pathways, case volumes, types of procedures performed, trainee competency assessment, and the role of ongoing mentorship. Of the 79 PDs who completed the survey, it was observed that training pathways and case volumes varied significantly, particularly between the United States and other countries. Most PDs reported an annual laboratory case volume of >500 congenital cardiac cases, with most cases being interventional. While trainees demonstrated competency in simple procedures (diagnostic cases, simple ASD closure), complex interventions (such as patent ductus arteriosus closure in premature infants) require ongoing mentorship for graduates. PDs recommended a minimum case volume of 400 total cases for trainees, including 250 interventional cases. In addition to case volumes, assessing trainee competency was deemed important, with clinical reasoning, judgment, skillset, teamwork, and complication management being key areas of evaluation. The study highlights the variability in congenital interventional cardiology training and the need for ongoing mentorship during the early career years. External mentorship programs, facilitated by national and international societies, are proposed to provide critical support for early career interventionalists thus enhancing patient care for congenital heart disease. Ultimately, the findings of this survey may serve as a framework for future training standards and guidelines in this specialized field.

Resumo Este artigo tem como objetivo discutir os significados atribuídos por professores recém-ingressados na profissão sobre suas experiências de formação inicial e continuada. Tem como referência alguns dados construídos na pesquisa “O trabalho docente e a aprendizagem da profissão nos primeiros anos da carreira”, que investigou como professores que ingressaram na rede pública de ensino do Rio de Janeiro entre os anos de 2010 e 2012 vivem o trabalho docente e o processo de socialização profissional. Teve como principais interlocutores autores que têm estudado o trabalho docente e a formação de professores (Gatti e Nunes, André, Nóvoa, Zeichner, Tardif, Tedesco e Fanfani). Os sujeitos da pesquisa foram professores dos anos iniciais do ensino fundamental. Os instrumentos para a coleta de dados foram uma entrevista com representante do nível central, questionários e grupos de discussão com os professores. A análise dos dados evidenciou uma avaliação positiva da formação inicial no que se refere às oportunidades de reflexão sobre diferentes aspectos da realidade educacional e de participação em atividades de pesquisa / extensão e nos estágios supervisionados. Contudo, os professores evidenciaram também a desconexão entre os conhecimentos acadêmicos e a dimensão prática da formação docente. Constatou-se ainda a ausência de uma política pública voltada para acolher os professores que começam na profissão, bem como de iniciativas de formação em serviço que possam oferecer a esses professores condições propícias, favoráveis e adequadas às suas necessidades no início de carreira.

Doctoral students and young academics face a vast array of challenges, especially during the early years of their career. However, international scholars experience even more difficulties beyond academic challenges, such as cultural ambiguities and uncertainties. A common behavior expressed by these future and young academics is staying within social and cultural zones of comfort shaped by home countries. However, this innate tendency could diminish integration efforts and job market performance due to limited awareness of American cultural and academic norms. This special session addresses international doctoral students and young academics acclimation efforts in the USA by exploring topics such as adaptation to course demands within the doctoral program, cultural differences related to relationship building, research collaboration demands, instructional delivery difficulties, and job-related hurdles. The international perspective fostered in this session allows for a unique opportunity for doctoral students around the global to compare experiences and provide guidance on how to become a successful international scholar within the USA. In addition, junior faculty members are encouraged to share their experiences and concerns related to adjusting to a new institution, work environment, and work requirements such as service and mentoring while adapting to a new cultural surrounding. The ultimate goal of the panel is to leave the audience with insights on how to overcome difficulties and challenges associated with being an international doctoral student, researcher, author, and junior faculty member in the USA.