Apr. 04, 2017
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The International Portal of Teacher Education resource list.

The current issue presents some significant trends from the latest articles published in academic journals focusing on teacher education, pedagogy, instruction, and the professional development of teachers.

Please feel free to use the portal as a platform to discuss, comment, and share your insights about its contents with our growing professional community.

Wishing you interesting and enjoyable reading,

The MOFET Portal Team

April 4, 2017 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
April 2017
Featured Items
“So We Have to Teach Them or What?”: Introducing Preservice Teachers to the Figured Worlds of Urban Youth Through Digital Conversation
Using a figured world framework, the authors explore how social interaction made possible through digital tools shaped the actions and identities of 16 preservice teachers. The findings reveal that providing preservice teachers with virtual access to urban youth’s figured worlds allowed the preservice teachers to better understand the cultural artifacts of these students’ worlds. In doing so, they were forced to acknowledge the importance of maintaining the belief that all students, including those from urban backgrounds, can and want to engage in rigorous learning.
“Less Afraid to Have Them in My Classroom”: Understanding Pre-Service General Educators’ Perceptions about Inclusion
The purpose of this study was two-fold: (1) to understand the perceptions of pre-service general educators about the inclusion of students with disabilities (SWDs) prior to and at the end of a required course on integrating exceptional students; and (2) to determine if there was a difference by program. The authors conclude that infusion of special education content across the curriculum is one recommendation for enhancing and understanding of SWDs, but the quantity and quality of content in this area will vary based on the background knowledge of each instructor. The authors suggest that teacher educators can only strengthen programs by building relationships across disciplines. Instructional strategies and accommodations that seamlessly grant students with disabilities maximum access to the general education curriculum should naturally be infused in methods courses.
Mentoring in Contexts of Cultural and Political Friction: Moral Dilemmas of Mentors and Their Management in Practice
This article examines the nature of moral dilemmas mentors from three different national groups (Jewish, Druze, and Arab) encounter in their work in Israeli Arab schools. The findings suggest that in a context of political and cultural friction, such as mentoring in Arab schools in Israel, mentors from different national groups experience professionally moral dilemmas in their mentoring encounters in which personal core values such as truth, integrity, human rights, and physical well-being alongside professional values such as commitment, work ethics, and professionalism are at stake.
Student Teachers’ Team Teaching: Models, Effects, and Conditions for Implementation
In an attempt to provide alternative models of field experience in teacher education, this review study elaborates team teaching.First, the literature will be explored in order to search for team teaching models that can be used during field experiences in teacher education. The study categorises the wide variety of team teaching models into five models, which differ in the degree of collaboration, i.e. the observation, coaching, assistant teaching, equal status, and teaming model. These models can act as a guide when implementing student teachers’ team teaching during field experiences. Empirical research on student teachers’ team teaching shows its advantages and disadvantages for the student teachers, their mentors and the learners in their classroom.
Development and Design of a Merged Secondary and Special Education Teacher Preparation Program
This article describes the process used by cross-department faculty to develop the program design and components and how program evaluation led to revisions that strengthened the program. After five years the quest to develop strategic teachers with the versatility to meet the learning needs of all secondary students continues. Next steps include: developing more field placements that support program goals, building a program portfolio of how candidates and graduates in different disciplines meld differentiation with subject-matter pedogogy, and documenting how principals have created hybrid positions to utilize SDEP graduates in school reform. The authors' experience suggests that merging secondary and special education pedagogy into one coherent program that is co-led and co-taught can result in teachers with a different approach to and skill set for secondary teaching.
April 2017
All Recent Items
Multiculturalism & Diversity
“That Fuego, that Fire in their Stomach”: Academically Successful Latinas/os and Racial Opportunity Cost

Professional Development

Supporting Professional Learning and Development through International Collaboration in the Co-Construction of an Undergraduate Teaching Qualification

Instruction in Teacher Training

Student Teachers’ Team Teaching: Models, Effects, and Conditions for Implementation
A Discursive Psychology Approach to the Study of Pre-service Teachers’ Written Reflections about Teacher Effectiveness
Motivation and Degree Completion in a University-Based Teacher Education Programme
The Role of Self-Confidence in Learning to Teach in Higher Education
Using Video Analysis to Support Prospective K-8 Teachers’ Noticing of Students’ Multiple Mathematical Knowledge Bases
Individualized Clinical Coaching in the TLE TeachLivE Lab: Enhancing Fidelity of Implementation of System of Least Prompts Among Novice Teachers of Students With Autism

Mentoring & Supervision

Mentoring in Contexts of Cultural and Political Friction: Moral Dilemmas of Mentors and Their Management in Practice
Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color
Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds
Mentoring 101: Advancing African-American Women Faculty and Doctoral Student Success in Predominantly White Institutions

Teacher Education Programs

Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
Special Education Teacher Preparation in the Gulf Cooperation Council Countries
Development and Design of a Merged Secondary and Special Education Teacher Preparation Program
Using edTPA to Compare Online and Face to Face Teacher Preparation Programs
Integrating Global Content Into Special Education Teacher Preparation Programs
Special Education Teacher Preparation in Singapore’s Dual Education System

Preservice Teachers

Delving Deeper Into the Construct of Preservice Teacher Beliefs About Reading Instruction for Students With Disabilities
“Less Afraid to Have Them in My Classroom”: Understanding Pre-Service General Educators’ Perceptions about Inclusion
Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions

Beginning Teachers

Teacher Turnover in High-Poverty Schools: What We know and Can Do

ICT & Teaching

“So We Have to Teach Them or What?”: Introducing Preservice Teachers to the Figured Worlds of Urban Youth Through Digital Conversation
Patterns of Generative Discourse in Online Discussions during the Field Experience
Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing

Theories & Approaches

How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue
Building Adaptive Expertise and Practice-Based Evidence: Applying the Implementation Stages Framework to Special Education Teacher Preparation
Toward a Model of Explaining Teachers’ Innovative Behavior: A Literature Review
What Unites Us All: Establishing Special Education Teacher Education Universals
Postcolonial teacher education reform in Namibia: Travelling of policies and ideas
April 2017
 
The newsletter contains references to all the new items added to the ITEC Portal.

MOFET ITEC Portal website: http://itec.macam.ac.il/portal/

To unsubscribe from the MOFET ITEC Portal mailing list please click here.

If you are having trouble reading this newsletter it is also available at: http://itec.macam.ac.il/portal/NewsletterArchive.aspx.