Aug. 02, 2016
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the monthly newsletter of the International Portal of Teacher Education, containing the latest articles on teacher education, pedagogy, and instruction that have been published in academic journals.

On Monday, September 5, we invite you to participate in the webinar "Public space as a mobile learning environment" with Talila Yehiel.
In this webinar, we will learn to use a mobile platform called "thewandering" for indoor and outdoor location-based learning that is based on Walter Benjamin’s ideas.
Yehiel will share her personal experiences, as well as those of her colleagues from Kenya, Spain, Austria, Italy, and Mexico, in using the platform. You will visit sites containing indoor activities that take place in schools and museums and outdoor experiences that occur in a botanical garden and parks. You will learn a variety of beneficial ways to teach and engage your public.
As usual registration is free of charge, click here for details

Wishing you an interesting reading,

The MOFET Portal Team

August 2, 2016 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
August 2016
Featured Items
Creating Spaces for Reflection on Learning to Teach a Foreign Language through Open Journals: A Canadian-Dutch self-study
This collaborative self-study examines the notion of writing reflectively in teacher education, and documents how student teachers in Canada and the Netherlands respond to their teacher educators’ reflective journals. The authors conclude that participating in such a study helped them to: engender a sense of teaching about teaching that goes beyond the simple delivery of ideas, information and theories about teaching and helps to create a bridge into the world of learning through experience.
Pre-service and In-service Teachers’ Knowledge, Attitudes and Confidence towards Self-injury among Pupils
This study aimed to understand and explore differences between pre-service and in-service teachers’ knowledge, confidence and attitudes towards non-suicidal self-injury (NSSI), and how these variables relate to demographics and prior education in NSSI.The findings revealed that despite their willingness to help pupils who self-injure, pre- and in-service teachers identify their lack of knowledge, training and resources to address confidently self-injury in schools.
Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-study
The current paper reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study, the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. The authors found that working as a team enabled them to provide more in-depth feedback on the assessment criteria for each assignment than was previously the case with written feedback. Through this dialogical feedback, the teacher educators were able to construct the preservice teachers’ assignments as an important textual gift for their collaborative professional learning.
Does Preservice Preparation Matter? Examining an Old Question in New Ways
This article aimed to investigate relationships between teacher preparation and teacher outcomes. The findings suggest that features of preservice teacher preparation are positively related to teacher outcomes. Teachers who completed more practice teaching and more methods-related courses felt significantly better instructionally prepared in their first year of teaching. Results suggest that estimated effects of preparation also vary by kind of school, and particularly by school level and urbanicity. Secondary school teachers, more than elementary school teachers, seem to benefit from additional preparation. The findings also indicate that estimated positive effects of preparation are stronger among teachers employed in urban and rural settings as compared to teachers in suburban settings.
Mentoring and Professional Development in Rural Head Start Classrooms
This study reports on the development of a small-scale, professional development program aimed at preparing preschool teacher assistants to earn the Child Development Associate (CDA). The study examined both the participants’ and mentors’ perceptions of the program. The results revealed overlapping themes across teacher assistants and their mentors, including readiness for the CDA credentialing process, mentoring support/ relationship-building, and mutual respect.
August 2016
All Recent Items
Professional Development
A Model of Professional Development: Teachers’ Perceptions of their Professional Development

Instruction in Teacher Training

Creating Spaces for Reflection on Learning to Teach a Foreign Language through Open Journals: A Canadian-Dutch self-study
Quality of Preservice Physics Teachers’ Reflections in Their Teaching Portfolios and Their Perceived Reflections: Do They Intersect?
Developing Robust Forms of Pre-Service Teachers’ Pedagogical Content Knowledge through Culturally Responsive Mathematics Teaching Analysis
The Role of ICT in Supporting the Development of Professional Knowledge during Teaching Practice
Deconstructing ‘Good Practice’ Teaching Videos: An Analysis of Pre-service Teachers’ Reflections
Improving Teaching Practice Through Interdisciplinary Dialog

Mentoring & Supervision

An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors’ Attitudes
Mentoring and Professional Development in Rural Head Start Classrooms
The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring
Co-teaching Through Modeling Processes: Professional Development of Students and Instructors in a Teacher Training Program

Teacher Educators

Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-study
Perceptions of Freedom and Commitment as Sources of Self-efficacy Among Pedagogical Advisors
Lost in Production: The Erasure of the Teacher Educator in Australian University Job Advertisements

Teacher Education Programs

A Fresh Look at Graduate Programs in Teacher Leadership in the United States

Preservice Teachers

Pre-service and In-service Teachers’ Knowledge, Attitudes and Confidence towards Self-injury among Pupils
“These Rules Take All the Life Out of My Work...”: Student Teachers Confront the Demands of Academic Writing
Talking the Talk and Walking the Walk: Pre-service Teachers’ Evaluation of their Mentors
Motives for Becoming a Teacher and their Relations to Academic Engagement and Dropout among Student Teachers
Measuring Pre-service Primary Teachers’ Knowledge for Teaching Mathematics
The Mathematical Content Knowledge and Attitudes of New Zealand Pre-service Primary Teachers
Secondary Mathematics Preservice Teachers' Assessment Perspectives and Practices: An Evolutionary Portrait

Beginning Teachers

All’s Well? New Zealand Beginning Teachers’ Experience of Induction Provision in their First Six Months in School

Theories & Approaches

The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
Teaching Assistants and Teacher Education in England: Meeting their Continuing Professional Development Needs
Does Preservice Preparation Matter? Examining an Old Question in New Ways
Quality Teaching Rounds in Mathematics Teacher Education
Learning to Teach within Practice-based Methods Courses
Through A Freirean Lens: Professional Learning, Faith-Based Schooling and Liberatory Education
“Welcome to the Real World”: Navigating the Gap Between Best Teaching Practices and Current Reality
August 2016
 
The newsletter contains references to all the new items added to the ITEC Portal.

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