Aug. 23, 2011
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The MOFET ITEC Portal resource list with some significant trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

Between March 25 - April 1, 2012 we offer a special study tour in Israel for teachers, policy makers & administrators: Education for Sustainability: Bridging Cultural, Social and Political Gaps.
For more information and registration please click here.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

August 23, 2011 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
August 2011
Featured Items
Why Men Become Elementary School Teachers: Insights From an Elementary Teacher Education Program
The purpose of this study was to explore the factors that influence men to enter the field of elementary education, which is predominantly female. The factor herein are described by nine male students enrolled in the elementary teacher education program (ETEP) at a Midwestern university in the United State. The findings indicate that the factors which influence men's decisions to enter the field of elementary education represent a spectrum ranging from former teachers, family members, and career advice received to personal educational experiences and intrinsic aspects of the profession.
‘I’m Being Measured as an NQT, That Isn’t Who I Am’: An Exploration of the Experiences of Career Changer Primary Teachers in their First Year of Teaching
This article explores the experiences of three primary school Newly Qualified Teacher career changers from a PGCE primary programme at a university in England. The experiences of the participants’ first year of teaching in their respective primary schools are explored through a constructive grounded theory methodology. The findings have implications for teacher trainers and NQT mentors in that it offers a perspective on the range of experiences career changer Newly Qualified Teachers bring with them to teaching.
Teacher Professional Development for At-Risk Preschoolers: Closing the Achievement Gap by Closing the Instruction Gap
The current paper describes the Griffith-Kimmel professional development model that has evolved from work with grants based on Early Reading First. The results show that children in the ERF intervention classrooms scored significantly higher on each of the three measures than did the children in the comparison classrooms—alphabet knowledge, print concepts, and phonological awareness rhyming.
Coming Full Circle: From Teacher Reflection to Classroom Action and Places in-between
In this article, a longitudinal view of professional development at T.P. Yaeger Middle School, a campus involved in several organized reform initiatives, has been presented from the perspective of an eighth-grade teacher who has been a 10-year participant in this research. The author uses four fine-grained narrative exemplars to feature the teacher’s and some of his colleagues’ experiences of teacher learning within the context of school reform.
Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice
The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.
August 2011
All Recent Items
Multiculturalism & Diversity
Why Men Become Elementary School Teachers: Insights From an Elementary Teacher Education Program
Professional Status of Elementary Teaching in Turkey: A Delphi Study

Professional Development

The Views of Five Participating Undergraduate Students of the Student Associates Scheme in England
The Teacher‐as‐Stranger as Model and Metaphor
Continuing Professional Development and Learning in Primary Science Classrooms
Teachers’ Feelings during Curriculum Change in the United Arab Emirates: Opening Pandora’s Box
Te Kotahitanga: Culturally Responsive Professional Development for Teachers
A Study of Greek Teachers’ Satisfaction with the Implementation of the European Pedagogical ICT License Pilot Course
Lebanese Teachers’ Views on ‘Continuing Professional Development’
Do Primary School Teachers in Cypriot Schools See themselves as Leaders? Echoing Practitioners’ Voices on Levers and Barriers
Mathematics Coaching: A New Kind of Professional Development
Teacher Professional Development for At-Risk Preschoolers: Closing the Achievement Gap by Closing the Instruction Gap

Teacher Education & Instruction

The Impact of Video‐based Lesson Analysis on Teachers' Thinking and Practice
Using Literature and Drama to Understand Social Justice
Student Teachers’ Situated Emotions: A Study of How Electronic Communication Facilitates their Expression and Shapes their Impact on Novice Teacher Development during Practice Placements
Literacy Coaching and Reading First ‘Redelivery’: A Discourse Analysis
Coming Full Circle: From Teacher Reflection to Classroom Action and Places in-between

Mentoring & Supervision

Coaching the Mentor: Facilitating Reflection and Change

Preservice Students

An Investigation of the Nature of Feedback Given to Pre‐service English Teachers during their Practice Teaching Experience
‘Lights, Camera, Reflection’: Using Peer Video to Promote Reflective Dialogue among Student Teachers

Beginning Teachers

‘I’m Being Measured as an NQT, That Isn’t Who I Am’: An Exploration of the Experiences of Career Changer Primary Teachers in their First Year of Teaching

Teaching Assessment

Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice

Technology & Computers

Predictors of Internet Use for the Professional Development of Teachers: An Application of the Theory of Planned Behaviour
‘Bringing Theory to Life’: Findings from an Evaluation of the Use of Interactive Video within an Initial Teacher Preparation Programme

Theories & Approaches

On Transitional Space, Unresolved Conflicts, and an Uncertain Teacher Education
Recognizing Different Kinds of “Head Starts”
What’s Culture Got to Do With It? Educational Research as a Necessarily Interdisciplinary Enterprise
Was John Dewey Ethnocentric? Reevaluating the Philosopher’s Early Views on Culture and Race
Fostering Dispositions Through the Literary Arts
Teaching Critical Literacy for Social Justice
August 2011
 
The newsletter contains references to all the new items added to the ITEC Portal.

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