Aug. 15, 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 monthly newsletter.

As usual, 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.

On Sunday, September 03, 2017, we invite you to participate in the webinar "Open access data: How to locate openly-available data and resources on the web".
In this webinar, we will learn how to locate high-quality academic information free of charge and we will introduce the issue of open access agenda and the new trend of open data. As usual registration is free of charge, click here for details.

Wishing you an interesting reading,

The MOFET Portal Team

August 15, 2017 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
August 2017
Featured Items
Strategies for Mentoring Pedagogical Knowledge
This study aimed to investigate mentors’ strategies that can be used to facilitate pedagogical knowledge in the mentee. In this study, mentors outlined strategies for developing preservice teachers’ pedagogical knowledge practices. There were several or more practical strategies suggested for each mentoring practice associated with pedagogical knowledge. For example, strategies for deeper learning about planning included co-planning and reflecting verbally on planning with the mentee by deliberating on the specific learning needs of students.
Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection
In this study, the authors examine the strategies reported by naïve assessment constructors. Naïve assessment constructors refer to those individuals with limited, if any, formal preparation for constructing classroom assessments. The authors identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. The authors suggest that teacher educators can guide learners to more appropriate strategies within each family and facilitate deliberate practice on their use.
Beginning Teacher Attrition: A Question of Identity Making and Identity Shifting
The author wondered why so many beginning teachers leave the profession. The author proposes to frame the problem as one of teacher identity making and identity shifting in order to understand the experiences of beginning teacher attrition.In what follows the author uses the stories of his experiences as a beginning teacher as a way to narratively read the ways beginning teacher attrition has been conceptualized. Through his experiences as a teacher, and his autobiographical narrative inquiry work, the author has begun to frame beginning teacher attrition as a problem that compels inquiry into teacher identity making and identity shifting as a way to narratively understand the experiences of beginning teachers.
Constructing Model of Teachers’ Innovative Behaviour in School Environment
The purpose of this research is to identify the factors within the school environment that enhance and facilitate a teachers’ innovative behavior. Furthermore, it aims to examine whether it is possible to predict a teachers’ innovative behaviour with the proposed two-layer model (with self-efficacy being the first layer and teaching practices being the second). In this study, a model for predicting teachers’ innovative behaviour was proposed, with three general factors of school environment: interaction and involvement, need for innovation and freedom for innovation. The authors conclude that a teachers’ innovative potential is developed and used in the best possible way, when the school environment provides them with possibilities for self-development, recognition for their innovative behaviour and professional development and also constructive feedback from school management and the students’ parents.
How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?
This study explores how professional learning communities (PLCs) can enhance beginning teachers’ professional learning in differentiated instruction (DI). Furthermore, it examines how structural and cultural school conditions foster the development of PLCs in the schools’ organization. A comparative analysis was carried out in three schools with high (case A), medium (case B), and low (case C) levels of beginning teachers’ professional learning in DI.The analysis indicated that the three cases could be situated at different stages of PLC development. The authors can situate case C in the ‘beginning stage’, case B can be allocated to the ‘evolving stage’, and case A can be assigned to the ‘mature stage’. Furthermore, the authors found that organizational structures and cultural school conditionsin these three cases were related to different stages of developing PLC.
August 2017
All Recent Items
Multiculturalism & Diversity
Differentiated Instruction: Are Hong Kong In-service Teachers Ready?

Professional Development

Exploring Iconic Interpretation and Mathematics Teacher Development through Clinical Simulations
How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?

Instruction in Teacher Training

Collaboration Beyond the Classroom Walls: Deepening Learning for Students, Preservice Teachers, Teachers, and Professors
Constructing Model of Teachers’ Innovative Behaviour in School Environment
Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink their Pedagogical Practices with Children of Diverse Backgrounds
“It Isn’t Necessarily Sunshine and Daisies Every Time”: Coplanning Opportunities and Challenges When Student Teaching

Research Methods

Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection

Mentoring & Supervision

Strategies for Mentoring Pedagogical Knowledge
Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions
Examining the Benefits of a Faculty Technology Mentoring Program on Graduate Students' Professional Development

Teacher Education Programs

University-Based Teacher Preparation and Middle Grades Teacher Effectiveness
A Model for the Support of Interns and Beginning Teachers in Special Education

Preservice Teachers

“It Just Made Me Look At Language in a Different Way:” ESOL Teacher Candidates’ Identity Negotiation through Teacher Education Coursework
Learning to Teach Music-themed Mathematics: An Examination of Preservice Teachers’ Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
Validation of the Survey of Pre-service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample
An Embedded Professional Paired Placement Model: “I Know I Am Not An Expert, But I Am At A Point Now Where I Could Step Into The Classroom And Be Responsible For The Learning”

Beginning Teachers

Beginning Teacher Attrition: A Question of Identity Making and Identity Shifting
Caring About Caring: Newly Qualified Teachers’ Experiences of their Relationships within the School Community

Assessment & Evaluation

Assessing Pedagogical Balance in a Simulated Classroom Environment

ICT & Teaching

Exploring Teacher Noticing of Student Algebraic Thinking in a Video Club
Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers
Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach
Experiential Learning for Preservice Teachers: Digital Book Clubs With Third Graders
Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum
Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies

Theories & Approaches

How Field Experiences Influence Perceptions of Learning to Teach in a Precollegiate Urban
Using Vygotsky’s Zone of Proximal Development to Propose and Test an Explanatory Model for Conceptualising Coteaching in Pre-service Science Teacher Education

Trends in Teacher Education

Integrating the Ontological, Epistemological, and Sociocultural Aspects: A Holistic View of Teacher Education
Negotiating Scripts, Humanizing Practice: Remaking Methods Instruction in an Era of Standardization
August 2017
 
The newsletter contains references to all the new items added to the ITEC Portal.

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