Apr. 15, 2011
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the new issue of The MOFET ITEC Portal newsletter with the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.
 
We would like to draw your attention to a new academic portal on Teacher Education in Spanish – Portal Internacional de Formación Docente en Español.
The purpose of the new portal is to address the needs of the education & teaching community in Spanish speaking countries throughout the world and will survey the developments in the field in these countries.

Wishing you an interesting reading,

The MOFET ITEC Portal Team

April 15, 2011 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
April 2011
Featured Items
Perception of Teacher Education and Professional Identity among Novice Teachers
The current study presents perceptions of student teachers during their internship period, regarding various aspects of teaching and components of the teacher education program they were about to complete. The findings are based on structured questionnaires and an open question. The findings can illuminate the relationship between the teacher education program and the teacher's professional world. In addition, the study reveals the world of the novice teacher, including self-efficacy in teaching, content and pedagogical knowledge, and motivation to engage in teaching as a profession.
More Like Jazz Than Classical: Reciprocal Interactions Among Educational Researchers and Respondents
In this paper, three educational scholars share insights from their lived experience as qualitative researchers trying to work in collaboration with diverse populations. The authors discuss the role that culturally responsive improvisation plays in ethnographic research and interactions. Their experiences reveal that jazz-like democratic improvisation facilitates reciprocal interactions and meaningful relationships among and between researchers and respondents.
University-Based Teacher Education in the Field of Tension between the Academic World and Practical Experience in School: A Norwegian Case
The purposes of this paper are to discuss, interrogate, and identify problems inherent in the tensions between academia and the proximity to the field and the need for robust knowledge production through research and the 'tips for teachers' approach. The current paper gives an account of a Norwegian experience of this field of tension.
Managing Change in English Language Teaching through a Journey of Learning: A Case Study from China
The New Standard English Curriculum in China had a leading role in national curriculum reforms. This article takes the case of Tuha Petroleum Foreign Language School in Xinjiang, China as an example. The article examines the process of implementing the Curriculum at this school. The article describes the work the school has done, and the problems which it encountered.
From Forced Tolerance to Forced Busing: Wartime Intercultural Education and the Rise of Black Educational Activism in Boston
A historical analysis of racialized politics in Boston's public schools in the decades preceding school desegregation illustrates a complex interplay among race, class, and ethnicity that centered on access to power. In this paper, the author investigates the historical interplay of the emergence of tolerance education in the United States and the rise of black educational activism in Boston.
April 2011
All Recent Items
Multiculturalism & Diversity
When Boys Won't Be Boys: Discussing Gender with Young Children
From Forced Tolerance to Forced Busing: Wartime Intercultural Education and the Rise of Black Educational Activism in Boston
Competition, Economic Rationalization, Increased Surveillance, and Attacks on Diversity: Neo-Liberalism and the Transformation of Teacher Education in the U.S.
Intercultural Learning in English as Foreign Language Instruction: The Importance of Teachers’ Intercultural Experience and the Usefulness of Precise Instructional Directives

Professional Development

Conceptualizing Identity, Learning and Social Justice in Community-Based Learning
The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement

Teacher Education & Instruction

Classroom Teachers and Physical Activity Integration
The Use of Performance Feedback in School Improvement in Louisiana
Making Learning Visible in Kindergarten Classrooms: Pedagogical Documentation as a Formative Assessment Technique
The Reasons For and the Impact of Principal-On-Teacher Bullying on the Victims’ Private and Professional Lives
How Do Teachers Reason about their Practice? Representing the Epistemic Nature of Teachers’ Practical Knowledge
Managing Change in English Language Teaching through a Journey of Learning: A Case Study from China
Teachers Using Learning Styles: Torn between Research and Accountability?

Research Methods

More Like Jazz Than Classical: Reciprocal Interactions Among Educational Researchers and Respondents
How to Conduct Research on the Inherent Moral Significance of Teaching: A Phenomenological Elaboration of the Standard Repertory Grid Application

Special Education

The Initial Training of Teachers to Teach Children with Special Educational Needs: A National Survey of English Post Graduate Certificate of Education Programmes

Teacher Education Programs

Competence-Based Teacher Education: Illusion or Reality? An Assessment of the Implementation Status in Flanders from Teachers’ and Students’ Points of View
Developing Pathic Sensibilities: A Critical Priority for Teacher Education Programmes

Preservice Students

Developing Beliefs about Classroom Motivation: Journeys of Preservice Teachers
Student Teachers’ Professional Identity

Beginning Teachers

Supporting the Digitally Able Beginning Teacher
Mentors Assessing Mentees? An Overview and Analyses of the Mentorship Role Concerning Newly Qualified Teachers
Perception of Teacher Education and Professional Identity among Novice Teachers
Pre-service and Beginning Teachers’ Professional Identity and its relation to Dropping Out of the Profession
Socialization of New Teachers: Does Induction Matter?

Teaching Assessment

Troubles with Grades, Grading, and Change: Learning from Adventures in Alternative Assessment Practices in Teacher Education

Theories & Approaches

Factors Influencing Teaching Choice, Professional Plans about Teaching, and Future Time Perspective: A Mediational Analysis

Trends in Teacher Education

'No Backpacks' versus 'Drugs and Murder': The Promise and Complexity of Youth Civic Action Research
Teacher Education Policy in Ireland and the Challenges of the Twenty-First Century
University-Based Teacher Education in the Field of Tension between the Academic World and Practical Experience in School: A Norwegian Case
April 2011
 
The newsletter contains references to all the new items added to the ITEC Portal.

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