Teaching Profession Research Articles

The Effect of Perceptions of Professional Competence of Preschool Teachers on Their Professional Burnout During the COVID-19 Pandemic

The aim of the research was to examine the effect of preschool teachers’ perception of professional competence on their professional burnout in Türkiye. A total of 157 teachers composed the study group. In this research, The Burnout Measure, Short Version, Teacher Professional Competence Scale and Personal Information Form prepared by the researchers were used as data collection tools. According to the regression results, the sub-dimensions of teachers’ professional competence, managing teaching and learning processes, and personal and professional development negatively affected the level of professional burnout. The findings indicate that teachers with a bachelor’s or postgraduate degree were less burned out compared to those who graduated from high school or associate’s degree programs. Teachers who graduated from a preschool education departments were less burned out compared to those from child development or other departments. Teachers working in public schools were more burned out compared to those working in private schools. Teachers aged 31 and above scored higher in the sub-dimension of planning education and educating. Additionally, it was observed that teachers working in private schools perceived higher competency levels in overall professional competence as well as in the sub-dimensions of subject matter knowledge, pedagogical content knowledge, legislative knowledge, managing teaching and learning processes, and assessment and evaluation compared to teachers working in public schools. As a result, undergraduate and graduate preschool teachers in Türkiye usually work in public schools. These teachers may have higher expectations from themselves. Not being able to meet their expectations during the pandemic may have caused these teachers to feel more burnout. In this case, it would be appropriate to provide these teachers with appropriate environments and adequate psychological support.

How to keep teachers in a profession in times of budget shortages?

ABSTRACT This paper examines teachers’ preferences for working conditions that affect job satisfaction. It addresses the credibility crisis facing the teaching profession in many nations due to low wages and poor working conditions. Beyond income, teachers appreciate other elements that can compensate for their relatively low pay, potentially relieving the strain on national budgets compared to wage increases. Using the discrete choice experiment methodology, this study investigated teachers’ preferences for job-related characteristics that policymakers can directly alter and incorporate into the compensation system. Teachers demonstrated a strong preference for access to equipment, private medical treatment, theatre tickets, and free public transit, valuing these attributes higher than their current market price, suggesting promising policy avenues. These findings may provide evidence for drafting effective teachers’ contracts and use the Discrete Choice Experiment (DCE) as the school-level tool for motivation management.

The development of career changers’ approach to classroom management

ABSTRACT Alternative licensure programs – the route used by career changers to obtain a teaching license – are often touted as a solution to the teacher shortage, but if the career changers leave the teaching profession after just a few years in the classroom, the alternative licensure programs will be viewed as a temporary solution at best. The existing literature on career changers typically only focuses on the first few years of teaching after the career changer enters the teaching profession, so the purpose of this qualitative study was to explore the experiences of people who had changed their careers to teaching and had taught for 10 or more years. Semi-structured interviews were conducted with 20 career changers who had taught for 10 or more years and were currently teaching in a midwestern state. A thematic analysis of the data identified the importance of viewing classroom management as something that develops over time.

Social Factors Contributing to Juvenile Delinquency and Its Impact

Nowadays, the issue of juvenile crime, a hot social issue, has received widespread attention, but there are still shortcomings in comprehensive governance and prevention of juvenile criminal behavior. This paper analyzes the social factors that lead to juvenile crime, concluding that juveniles will commit criminal acts due to negative family environments, subjective and objective socioeconomic status, and inadequate education. In light of this, the paper offers the following suggestions: Create a good family atmosphere at home, parents and children should learn to think from each other's perspectives and strive to build mutual understanding and tolerance between them; Improve the overall quality of teachers in schools, maintain the physical and mental health of every student, and set up a platform for psychological treatment so that professional teachers can take care of the students' mental health problems promptly; Establish a good social governance and safety management system, and do good law-abiding work for juveniles.

Motivations for a career in teaching: medical students’ projections towards their future role

BackgroundMedical educators play a crucial role in the perpetuation of the medical profession. Recent concerns have arisen regarding the quality and quantity of current teachers. To comprehend this shortage, it is key to understand future physicians’ attitudes towards venturing in education, their motivations and possible detracting factors. This study aims to explore graduating students' attitudes towards a future teaching role and identify motivating and hindering factors.MethodsSixty-eight students in their final year of medical training answered a digital questionnaire. Responses were processed using descriptive statistics and qualitative coding for the open-ended questions.ResultsTeaching was the second most prevalent aspiring role (59%) after the clinical one. The most mentioned motivations were contribution to the future of medicine (50%), passion (31.8%) and sense of social duty (18%). Conversely, top hindering factors revealed non-economic disadvantages (85%), economic disadvantages (39.7%) and cost–benefit rationale (11.7%). Students’ recent experience across the undergraduate path provided insights about the influence of different agents, teachers’ exemplary attributes, and their own projection for their future role. Teaching is predominantly viewed as an honorable and aspirational role but constrained by inadequate economic compensation. Students feel confident on this path, with limited understanding of teacher professionalization.ConclusionsUnderstanding students’ perspective in pursuing teaching careers offers insight that can address longstanding issues in the field. Strategic initiatives should focus on amplifying motivational factors, and addressing demotivational factors, like the lack of economic incentives, to strengthen the appeal of the teaching profession, and offer better resources to aspiring medical educators that may heighten their satisfaction and attract new aspiring professionals keeping high standards in their professionalization and performance.

Local concepts of teacher professionalism: Evidence from rural Sierra Leone

Teacher professionalism has become a key focus of education policy worldwide, however, there is no common understanding of what a ‘professional’ teacher means. Existing studies rely mostly on the experiences of teachers in high income, industrialised and predominantly Western contexts, while teachers’ experiences in the Global South are rarely addressed. This paper aims to contribute to this discussion examining perceptions of teacher professionalism at the national and local level in Sierra Leone. The study draws on a longitudinal mixed-methods study, incorporating both survey and ethnographic fieldwork in one of the poorest rural districts of northern Sierra Leone. The analysis revealed a disconnect between the neoliberal concepts found in the national policies and understanding of professionalism at the grassroots level that is focused on extended social roles of teachers within communities. It problematizes the uncritical application of global Western-based concepts to other contexts and shows an urgent need of an open dialogue on teacher professionalism that would include multiple views and perspectives.

Developing Strategies for After School Sports Services under the “Double Reduction Policy” of Primary Schools in Chengdu City, the People’s Republic of China

Background and Aims: In 2021, the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council also introduced “The Opinions on Further Reducing the Burden of Homework and Off-campus Training for Students in Compulsory Education”. The main objective of the study is to construct strategies for after-school sports services under the “double reduction policy” of primary schools in Chengdu. Methodology: There are 647 public primary schools and about 5500 professional physical education teachers in primary schools in Chengdu by the end of 2022. A total of 12 public primary schools are randomly selected from 6 administrative regions (2 schools in each region) using the random sampling method as the survey object. 300 relevant teachers and 600 students’ parents were selected from the surveyed schools. The research methods used include a literature review and questionnaire method. Result: Under the “double reduction policy”, the overall development of after-school sports services in primary schools in Chengdu is good and meets the relevant requirements of the policy. However, there are still problems in terms of teaching staff, venue equipment, and evaluation system. In response to the above issues, this study proposes a series of innovative and practical strategies by analyzing the affecting factors of after-school sports services. Conclusion: In summary, although Chengdu's primary school sports services comply with the "double reduction policy," staffing, facilities, and assessment issues still exist. This research makes specific recommendations for how to deal with these problems and improve efficacy in general.

What Are Priorities and Didactic Choices of Teachers at Schools for Swedish Students with Intellectual Disability?—A Study of Teacher-Initiated Professional Development in a Swedish Context

This article presents findings from an ongoing project focused on teaching in Schools for Students with Intellectual Disabilities (SSIDs) in Sweden. Methodologically, the project employs professional development circles as a collaborative working method, aiming to bridge the gap between research and practice by facilitating dialog between teachers and researchers. Through qualitative content analysis of data collected from these circles, the study delves into professionals’ instructional priorities and didactic choices, offering insights into how teachers adapt instruction to meet students’ diverse needs and prerequisites. By fostering knowledge exchange and shared knowledge production, the project aims to support school development and enhance teacher professionalism in SSIDs.

TRENDS IN THE DEVELOPMENT OF DISTANCE LEARNING TECHNOLOGIES

The article analyses the peculiarities of the introduction of distance education in Ukraine and the prospects for its development in the national educational space. The methodological features of the introduction of distance education in the context of the competence approach are considered. The object of research is the development of distance education in Ukraine. The article examines global trends in the development of the world education system, analyses the main milestones in the introduction of distance and blended education, identifies key stakeholders in distance learning and their goals, and focuses on the need to develop new didactic tools, in particular, smart technologies and smart manuals for an effective distance learning system. It is proposed to start this work with the development of the concept of a smart textbook and the design of relevant training blocks. It is explained that in the modern world this is impossible without continuous professional development, because everything around us is constantly improving and scientific and technological progress is constantly moving forward. And the same technology, on the one hand, guarantees quality training with the participation of top-level professional teachers, on the other hand, adjusts the teaching methodology depending on the level of students' training and their psychological characteristics revealed in previous tests. third, the correction of teaching methods. Learning takes place at home, on a computer, at a time convenient for the student. It has been determined that distance education is the technology of the future. It can be used in any educational system to fulfil a wide range of educational, training, upbringing and personal tasks. For this reason, new achievements in distance education need to be developed and implemented. It is even possible that in the future this technology will replace existing schools, universities and other educational institutions. The following methods were used in this study: theoretical analysis of educational and methodological literature on the organisation of distance learning and the use of smart technologies to improve the efficiency of the educational process.

Work-related burnout and its associated factors among kindergarten teachers: a multi-center cross-sectional study in Ethiopia

IntroductionWork-related burnout is a state of severe physical and mental fatigue and exhaustion resulting from unmanaged prolonged work stress. Kindergarten teachers are at higher risk of work-related burnout compared to other teaching professionals, due to their dual roles as both caregivers and educators for young children. The demands and stresses of these combined responsibilities, coupled with factors such as low salaries, contribute to an increased risk of burnout in this population. Therefore, this study aimed to investigate work-related burnout prevalence and associated factors among kindergarten teachers in Dessie City, Northeast Ethiopia.MethodsAn institution-based, cross-sectional study was conducted in March and April of 2024. A sample of 422 kindergarten teachers was recruited using simple random sampling techniques. A standardized, self-administered Copenhagen Burnout Inventory was utilized to measure work-related burnout. We used EpiData V4.6 and SPSS V26 for data entry and analysis, respectively. A bivariable logistic regression analysis (p-value < 0.2) was performed to find factors associated with work-related burnout. Variables found significant in the bivariable analysis were then exported into a multivariable logistic regression model to identify statistically significant variables at a p value < 0.05 and a 95% confidence interval.ResultsThe response rate was 95% (401/422). 97.5% of the participants were female, and the participants’ mean (standard deviation) age was 28.5 years (SD ± 5.8). In the past 6 months, the total prevalence of WRB was 39.7% [95% CI (34.8, 44.6)]. Work–family conflicts [AOR: 2.81; 95% CI (1.77, 4.45)], working conditions [AOR: 1.63; 95% CI (1.03, 2.56)], perceived stress [AOR: 1.91; 95% CI (1.21, 3.01)], job dissatisfaction [AOR: 1.75, 95% CI (1.10, 2.79)], and kindergarten type [AOR: 1.66; 95% CI (1.02, 2.68)] were factors significantly associated with WRB.ConclusionAccording to this study, a significant number of kindergarten teachers were affected by burnout due to their working nature. To address this issue, interventions focused at reducing work–family conflicts, increasing job satisfaction, and improving the school environment are necessary to support teachers’ well-being, benefiting both young students and the broader educational landscape.

Meningkatkan Martabat Guru: Strategi Pengakuan dan Penghargaan Profesi Kependidikan di Era Digital

The digital era presents significant opportunities and challenges for the teaching profession, particularly in terms of recognition and appreciation for their contributions. Teachers are expected to adapt to technology to improve the quality of learning but often face obstacles such as lack of training, limited infrastructure, and non-inclusive reward systems. This article aims to explore the challenges faced by teachers in the digital era and propose strategies to enhance the dignity of the profession. The study was conducted through a literature review collected from academic databases such as Sinta and Google Scholar, covering the period 2018-2024, with a focus on sustainable technology training, holistic contribution-based reward systems, and cross-sector collaboration. Thematic analysis techniques were used to identify key themes such as the challenges of technology adaptation, unequal reward systems, and the humanistic roles of teachers. The results indicate that recognizing the humanistic roles of teachers, along with technological support and equitable rewards, is crucial for maintaining their dignity. This research provides concrete recommendations to support teacher professionalism in the digital era

Strategi Pengembangan Profesionalisme Guru di Era Digital untuk Menghadapi Tantangan Pembelajaran Gen Z

Generation Z exhibits unique learning characteristics, such as reliance on technology, a preference for interactive learning, and active engagement in the learning process. This study aims to identify effective strategies to enhance teacher professionalism in bridging the gap between traditional teaching methods and the needs of Generation Z. The study employs a qualitative descriptive method based on a literature review. Data were collected through the identification, selection, and in-depth analysis of 11 relevant scholarly articles. Content analysis techniques were used to categorize the data into main themes, such as digital literacy gaps, unequal technological infrastructure, resistances to change, and a lack of continuous professional training. The findings reveal that the primary challenges faced include digital literacy gaps, unequal technological infrastructure, resistance to change, and insufficient continuous training. Recommended solutions include implementing digital literacy training, developing innovative curricula such as gamification and flipped classrooms, improving technological infrastructure, and strengthening supervision by school principals. Furthermore, teachers are encouraged to collaborate through professional learning communities to share experiences and teaching strategies

Exploring the Influence of Head Teachers’ Instructional Supervision on the Development of Competencies in Lesson Preparation for Science and Elementary Technology Teachers in Public Primary Schools in Gasabo District, Rwanda

This study investigates the influence of head teachers' instructional supervision on the competences of science and elementary technology teachers in public primary schools in Gasabo District, Rwanda. Effective instructional supervision is crucial for developing teachers' abilities in lesson preparation, which is vital for improving student learning outcomes. The theoretical framework is grounded in the Teacher Professional Growth theory. Using qualitative design, the study surveyed a population of teachers and head teachers from 40 public primary schools in Gasabo district, whereby 132 people including both teachers and head teachers were targeted. Purposive sampling techniques were utilized, resulting in a sample of 5 head teachers and 24 teachers who were selected by the mean of snowball sampling technique. Data collection involved qualitative methods, including interviews and document review, with thematic analysis applied to analyze research data. The findings reveal that head teachers often neglect pre-observation conferences and fail to provide constructive feedback after classroom observations. This lack of comprehensive supervision hinders teachers' professional development and their ability to effectively prepare lessons. The study shows a clear link between the involvement of head teachers in instructional supervision and the improvement of teachers' competences in lesson planning. The study concluded that low levels of head teachers' involvement in instructional supervision practices had a direct negative influence on the development of competences in lesson planning among science and elementary technology teachers, which in return affected their ability to effectively plan and implement their lessons. To address these issues, the study recommends that head teachers conduct regular pre-observation conferences and offer meaningful feedback to teachers. Additionally, it suggests that Sector Education Inspectors should frequently inspect schools to ensure proper implementation of instructional supervision practices. Furthermore, continuous professional development for head teachers is advised to enhance their supervisory skills. The research highlights the importance of effective instructional supervision in fostering teachers' professional growth and improving educational outcomes. By implementing the recommended practices, schools in Gasabo District can better support their teachers, ultimately benefiting students' learning experiences.

The Impact of Training Program Based on Kagan Structures in Improving the Instructional Competencies Among Non-Native Arabic Language Teachers in Jordan

Objective: This study aimed to reveal the effectiveness of the training program based on Kagan's structures in improving the teaching competencies of Arabic language teachers for non-native speakers. Theoretical Framework: Through the work of researchers in the field of teaching Arabic for other speakers, they have noted the weakness of Arabic language teachers for other speakers in teaching skills. This requires the design of a training programme to improve teaching skills among teachers and the inclusion of teachers in the atmosphere of successful teaching. Kagan structures are of great importance. They give teachers confidence in language education and communication with others, including learners, and increase their motivation towards the teaching profession. Method: The study sample consisted of (30) male and female teachers from the eTurn Institute and the Qased Center for Teaching Arabic to Non-Native Speakers in Amman. The two centers were chosen intentionally and the sample was distributed into two groups: an experimental group consisting of (15) male and female teachers who received training based on Kagan's structures, and a control group consisting of (15) male and female teachers who did not receive training based on Kagan's structures. To achieve the study objectives, the researchers prepared the training program based on Kagan's structures, a trainee's guide, and a list of teaching competencies and indicators indicating them. The scale was applied to the two groups before and after training. The researchers used the quasi-experimental approach to achieve the study objectives. Results and Discussion: The results of the statistical analysis showed that there were statistically significant differences at the significance level (α=0.05) between the experimental and control groups in the scale of teaching competencies, except for planning competencies, which are attributed to the training program based on Kagan's structures. Research Implications: The researchers recommended paying attention to improving the competencies of Arabic language teachers for non-native speakers in the field of planning for Arabic language teachers for non-native speakers, and improving the competencies of formative evaluation for Arabic language teachers for non-native speakers Originality/Value: Arabic has a high place among languages. It is a long-standing language with deep roots, rooted in history. Its sons strive to spread Arabic throughout the world in terms of language learning and teaching. The Arabic language attracts non-speaking learners from all over the world for public or private purposes. Some of them study Arabic for communication, military, or political purposes. Some of them study Arabic for informational and economic purposes. This has raised the importance of teaching Arabic among the world's languages.

Research on the Influencing Factors and Problems of Teacher Professional Motivation from the Perspective of Teacher Professional Beliefs

With the reform of education, the role of teachers has gradually shifted from simply imparting knowledge to guiding students, putting higher expectations and pressure on teachers. In this context, this article analyzes the correlation between teachers' professional beliefs and professional motivations from the perspective of professional beliefs. This article argues that in the context of high-pressure environments and rapid technological development, the reasons for insufficient professional motivation among teachers include excessive work pressure, lack of social and school support, and inadequate salary and promotion mechanisms. Teacher professional beliefs have a positive effect on professional motivation. When enhancing professional beliefs, teacher professional beliefs have a significant improvement effect on professional motivation, which helps teachers maintain positivity and enthusiasm when facing challenges and difficulties. Based on this, this article proposes specific methods to enhance teachers' beliefs and motivation, such as providing psychological support to help teachers relieve stress, offering more professional development opportunities to boost teachers' professional confidence, establishing a fair reward and recognition mechanism, and improving the teaching and office environment through a series of incentive measures to help enhance teachers' professional beliefs, thereby achieving the goal of improving teaching motivation and quality.

영유아교사의 교직에 대한 열정과 교수창의성의 관계에서 그릿의 매개효과

Objectives This study aims to confirm the partial mediating effect of grit in the relationship between the passion for teaching and the influence of grit on teaching creativity and the passion for teaching and teaching creativity of infant teachers. Methods The subject of this study was to analyze the data collected after distributing questionnaires on passion for teaching, teaching creativity, and grit to 209 infant teachers working at kindergartens and daycare centers located in S and H cities in Gyeonggi-do, and A and D cities in Chungcheong-do. The collected data were analyzed through frequency and percentage, Pearson product-moment correlation analysis and mediated regression analysis. Results First, it was found that there was a significant positive correlation between the passion for teaching, grit, and teaching creativity of infant teachers. It was found that the passion for teaching of infant teachers had a significant positive influence on grit and teaching creativity, and grit was found to have a significant positive influence on teaching creativity. Second, it was found that the grit of infant teachers had a partial mediating effect in the relationship between the passion for teaching and teaching creativity. Conclusions This study considers grit, which can have a clear goal based on the beliefs and values of infant teachers in the teaching profession, as a major variable, and suggests the need to develop various support and teacher education programs to promote infant teachers' teaching creativity and passion for teaching.

Leading teacher professional learning for system-wide change: the leadership practices of teaching research officers (jiaoyanyuan) in China

ABSTRACT Teacher leaders at the system level are recognised to have the potential to promote teacher professional learning for systemic change. This study focuses on a special type of system-level teacher leader in China, i.e. teaching research officers (TROs, jiaoyanyuan), subject experts who facilitate teacher professional learning at the system level. Drawing on interviews with 19 district-level TROs from Zhejiang Province, the study qualitatively illustrates their leadership practices in leading and sustaining teacher professional learning for teaching improvement. The findings revealed that system-level leaders in China adopted six major leadership strategies, suggesting a hybrid construct of teacher leadership for promoting teacher professional learning. While challenging the paradoxical and segmental view of teacher leadership enactment in the Western context, the study reflects on the impact of TROs on teacher professionalism in China.

Exploring Educators' Perceptions and Experiences of Online Teaching to Foster Caring Profession Students' Development of Virtual Caring Skills: Sequential Explanatory Mixed Methods Study.

Professionals in caring disciplines have been pivotal in advancing virtual care, which leverages remote technologies to deliver effective support and services from a distance. Educators in these caring professions are required to teach students the skills and competencies needed to provide high-quality and effective care. As virtual care becomes more integral, educators must equip students in these fields with both interpersonal and technological skills, bridging traditional hands-on learning with digital literacy. However, there is a gap in evidence exploring educators' perceptions and experiences of teaching caring profession students about virtual caring skills within online environments. This study aims to better understand caring profession educators' online teaching experiences to foster student development of virtual caring skills and competencies. We used a sequential explanatory mixed methods approach that integrated a cross-sectional survey and individual interviews with educators from caring professions to better understand caring professional educators' online teaching experiences to foster student development of virtual caring skills and competencies. The survey's primary objectives were to examine the various elements of existing e-learning opportunities, delve into educators' perspectives and encounters with these opportunities, and identify the factors that either facilitated or hindered online teaching practices to support students in developing virtual caring skills and competencies. The individual interview guides were based on survey findings and a systematic review of the evidence to gain deeper insights into educators' experiences and perspectives. A total of 82 survey participants and 8 interview participants were drawn from educators in the fields of education, medicine, nursing, and social work. Various instructional methods were used to help students develop virtual caring skills, including reflections on learning, online modules, online discussion boards, demonstrations of remote care, and consultation with clients. There was a statistically significant difference between educators' level of experience teaching online and their satisfaction with online teaching and learning technologies (P<.001) and between educators' faculties (departments) and their satisfaction with online teaching and learning technologies (P=.001). Participants identified barriers (time constraints, underdeveloped curriculum, decreased student engagement, and limited access to virtual caring equipment and technology), facilitators (clearly defined learning objectives, technology software and support, teaching support, stakeholder engagement, and flexibility), and principles of teaching virtual caring skills in online environments (connection, interaction, compassion, empathy, care, and vulnerability). Our study identifies the barriers, facilitators, and principles in teaching virtual caring skills, offering practical strategies for educators in caring professions. This study contributes to the growing body of educational research on virtual caring skills by offering educator insights and suggestions for improved teaching and learning strategies in caring professions' programs. As educational practices evolve, future research should explore how traditionally in-person educators can effectively teach virtual caring skills across diverse contexts.

Continuous Professional Teacher Development Model in Yunnan Provincial Universities

This study investigates the Continuous Professional Teacher Development (CPTD) model within Yunnan Provincial Universities, addressing the challenges and identifying the factors that promote sustainable teacher development. Through a mixed-methods approach, 588 valid responses from a sample of 638 teachers and administrators were analyzed, complemented by semi-structured interviews. The findings reveal key dimensions impacting CPTD, including instructional leadership, school climate, professional collaboration, teacher autonomy, and administrative support. These dimensions align closely with the unique socio-educational landscape of Yunnan, characterized by ethnic diversity, geographic disparities, and institutional variations.The results highlight that instructional leadership and a positive school climate significantly enhance teacher engagement in professional development. Teachers emphasized the importance of autonomy in designing curricula and assessments, as well as collaboration within professional learning communities. The lack of tailored professional development programs and inadequate administrative support were identified as significant barriers. Recommendations include leveraging digital platforms, promoting inclusive professional learning communities, and aligning institutional goals with professional development initiatives. This research contributes to the existing literature by proposing a localized CPTD model that addresses the unique challenges of Yunnan Provincial Universities. It provides actionable insights for policymakers and educational leaders, emphasizing the role of collaborative practices and leadership in fostering sustainable teacher development.

Diversity in psychiatry education and patient and public involvement: roundtable analysis.

Patient involvement in psychiatry education struggles to be representative of the patients that doctors will treat once qualified. The issues of mental health stigma, cultural perspectives of mental health and the unique role of teaching, required exploring to establish the barriers and facilitators to increasing the diversity of patients involved in psychiatry education. To explore the causes of this lack of representation, a roundtable event with 34 delegates composed of people with lived experience of mental health issues, people from underserved communities, academics, mental health professionals and charity representatives met to discuss the barriers to involvement in psychiatry education and possible solutions. Themes were further developed in a context expert focus group. Notes from the roundtable and focus group were analysed and developed into recommendations for medical schools and mental health professional teaching departments.