Aug. 26, 2014
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you August's newsletter with more of the latest articles published in academic journals focusing on teacher training, pedagogy and instruction.

We are proud to announce the MOFET Online International Conference: Teaching Hebrew as an Additional Language to Diverse Populations in Israel and Around the World which will take place next May. The conference will focus on an additional language that serves both as a medium of communication and as the topic of extensive research.
Please submit your presentation proposals and inform your Hebrew teaching friends and colleagues.

Wishing you interesting and enjoyable reading,

The MOFET Portal Team

August 26, 2014 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
August 2014
Featured Items
Mobilising Teacher Education: A Study of a Professional Learning Community
This article reports on an initial study of a professional learning community (PLC) of educators who are investigating mobile devices in their teaching. The research examined two conjectures: firstly, that a professional learning community would enrich understanding of teaching with mobile technologies; and secondly, that these technologies would enhance teaching. The findings indicate that progress towards an enriched engagement with m-learning may be promoted by the establishment of a PLC. The existing professional relationships facilitated community formation and enhanced the sense of commitment, risk-taking, shared responsibility and purpose. In addition, the results also indicate the contribution of mobile learning to teaching.
Preparing the Next Generation of Early Childhood Teachers: The Emerging Role of Interprofessional Education and Collaboration in Teacher Education
This article reports on an interprofessional pilot project. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. This study suggests that graduate early childhood education and social work students recognize the benefits of preservice interprofessional education, but the experience of working across disciplines can be very challenging. The challenges include a lack of clarity around professional roles and responsibilities, differences in understandings of children’s behavior, and a perception that there will be little opportunity for interdisciplinary collaboration in early childhood settings. Despite these challenges, participants expressed how important it was for them to experience firsthand some of the potential benefits and challenges to interdisciplinary collaboration as preservice students.
Primary Teachers’ Understanding of Four Chemical Phenomena: Effect of an In-Service Training Course
This article presents a study, which examined the effectiveness of a specially designed intervention on chemical changes. The participants were one hundred and thirty Greek primary school teachers. The results show that pre-intervention, teachers were found to have a relatively limited ability in explaining chemical changes. The teachers also held a number of misconceptions similar to those of pupils. Post-intervention, teachers’ descriptions and explanations were found to be significantly improved. However, post-intervention, teachers seemed better able to manage the combustion of hydrogen and the heating of sugar, than the burning candle which had been studied in the course.
Teaching Early Childhood Education: Students Through Interactive Scenario-Based Course Design
This article presents a brief overview of scenario-based instruction in Child, Family and Community online course. The results show that student and faculty feedback, as well as student learning outcomes, have revealed that the scenario and case-based aspects of the course design have been useful and helpful in achieving the course goals. Instructors reported that there was a noticeable difference between the students who participated in the scenario-based classes versus the students that participated in the traditional format of the course in terms of the depth and breadth of their work.
Exploring the Mathematical Knowledge for Teaching Geometry and Measurement through the Design and Use of Rich Assessment Tasks
In this article, the author describes the development of a series of tasks designed to investigate and measure teachers’ mathematical knowledge for teaching geometry and measurement. The author presents three design features for rich, open-response items that assess mathematical knowledge for teaching. The set of six two-dimensional geometry and measurement tasks embody these design features and illustrate the ways in which the tasks are grounded in the context of teaching, capture nuanced teacher performance, and measure common and specialized content knowledge. The examples of teacher performance on these tasks illustrate the ways in which the tasks can differentiate teacher performance.
August 2014
All Recent Items
Multiculturalism & Diversity
Dynamic Diversity: Toward a Contextual Understanding of Critical Mass

Professional Development

Primary Teachers’ Understanding of Four Chemical Phenomena: Effect of an In-Service Training Course

Teacher Education & Instruction

Teaching Early Childhood Education: Students Through Interactive Scenario-Based Course Design
Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening?
Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of ‘‘Open Lesson’’ in Japan
Preparing the Next Generation of Early Childhood Teachers: The Emerging Role of Interprofessional Education and Collaboration in Teacher Education
Preparing Teachers for Emerging Blended Learning Environments
K-12 Online and Blended Teacher Licensure: Striking a Balance between Policy and Preparedness

Research Methods

Conceptual and Methodological Problems in Research on College Undermatch
Abduction, Deduction and Induction: Can These Concepts Be Used for an Understanding of Methodological Processes in Interpretative Case Studies?

Mentoring & Supervision

Beyond a Definition: Toward a Framework for Designing and Specifying Mentoring Models
The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers

Teacher Educators

Learning to Teach Teachers

Special Education

Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating TPACK Framework into the Curriculum: A Study of Teachers’ Perceptions

Preservice Students

An Exploration of Differences in Cultural Values in Teacher Education Pedagogy: Chinese English Language Teacher Trainees’ Perceptions of Effective Teaching Practice Review

Beginning Teachers

Taking a Stance through Visual Texts: Novice Teachers as Educational Agents
From “At-risk” Youth to Wounded Healer: A Longitudinal Study of Two Pre-service Teachers

Teaching Assessment

Exploring the Mathematical Knowledge for Teaching Geometry and Measurement through the Design and Use of Rich Assessment Tasks
Teacher Evaluation Policy and Conflicting Theories of Motivation
Numbers Do Not Replace Thinking

Technology & Computers

Twitter As A Tool to Promote Community Among Language Teachers

Theories & Approaches

Tying Early Childhood Education More Closely to Schooling: Promise, Perils and Practical Problems
Mobilising Teacher Education: A Study of a Professional Learning Community
The Conflict Within the Role: A Longitudinal Study of Preschool Student Teachers’ Developing Competence In and Attitudes Towards Science Teaching in Relation to Developing a Professional Role

Trends in Teacher Education

The Ages of Consent: Re-working Consensual Frameworks in Postmodern Times
August 2014
 
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