ResearchOnline@ND (University of Notre Dame)
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‘Strong Culture Strong Place Strong Families - Developing new ways of measuring the impacts of Strong Culture on Wellbeing in the Kimberley’
No full textThe first phase involved explorations of culture and wellbeing and the relationship between them through semi-structured one-on-one interviews carried out by Community Research Practitioners (CRPs) with Kimberley Aboriginal men and women. This led to the production of an initial pool of indicators of strong culture and wellbeing.
In the second phase, these indicators which were tested and validated in focus group settings with community members, resulting in the co-creation of six localised strong culture and wellbeing frameworks comprised of around 81 indicators across 11 themes.
The third phase involved the co-design of evaluation tools for three cultural initiatives to test the application of developed frameworks, and the conduct of two evaluations to see how, and to what extent, evaluated cultural initiatives are supporting strong wellbeing for participants and the community.
The fourth phase of the project involved case studies with local service providers based around fictional community members (‘avatars’) designed with input from community members. These explored different support pathways available in communities, the role that culture plays in these pathways and how organisations are working together to provide holistic support pathways in community.
The seminar will discuss co-designed and research-based tools and methods for understanding and measuring links between culture and wellbeing for Kimberley Aboriginal people, and reinforce existing evidence that culture both matters for, and frames, the wellbeing of Kimberley Aboriginal people. This project also provides important learnings about method and process, with implications for the future conduct of co-designed research and evaluation relating to wellbeing in the Kimberley
The impact of practicum job demands and resources on pre-service teachers\u27 occupational commitment and job intent
No full textAround the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase
