Dec. 19, 2011
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The MOFET ITEC Portal bulletin, presenting research findings and trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

Are you a policy-maker? A researcher? A teacher educator? Come and join our conference in one of the oldest universities in the world in beautiful Coimbra, Portugal from April 2-4, 2012 where we will present, learn about and discuss current issues in the field of Professional development of teacher educators: Bringing together policy, practice and research.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

December 19, 2011 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
December 2011
Featured Items
Pre-service Primary Education Teachers’ Changing Attitudes towards Teaching: A Longitudinal Study
The purpose of this study was to determine the longitudinal changes in the attitudes of pre-service primary education teachers towards teaching as they progressed through training. The findings show that both positive and negative changes are observed in the attitudes of student teachers towards teaching during the teacher education period. Student teachers mention teaching practices, cooperating teachers, the training programme and supervising teachers as the reasons for these changes.
The Lost Promise of Teacher Professional Development in England
This article examines three possible influences on the impact of teacher professional development as a mechanism for improving teaching and learning. These influences are those from the individual teacher, those from the school and those from the activities in which teachers participate. Data were collected from a national sample of primary and secondary teachers in England. The results reveal that teachers in high performing schools participate in professional development activities that are longer in duration, more active and more collaborative in implementation. In contrast, teachers in the lowest performing schools report high levels of performance management conditions and participate in activities that are short in duration.
Working with Learners’ Mathematical Thinking: Towards A Language of Description for Changing Pedagogy
In this article, the author explores the practices of four secondary school teachers in Johannesburg as they deliberately tried to shift their practices to focus on learners’ thinking through classroom talk. A set of codes is developed to describe teachers’ changing practices. The codes illuminate the similarities and differences across four secondary school mathematics teachers as they shift their practices to take account of learners’ thinking.
Fostering Dispositions Through the Literary Arts
This study investigates the role of the literary arts in fostering teachers' dispositions in one socio-multicultural foundations course. The author examined a class project that offered preservice teachers the opportunity to learn about the schooling live and learning of diverse students through reading and analyzing a common text. The author concludes that the literary arts in teacher education may have the potential to foster dispositions—especially, the disposition to observe students more closely.
Norwegian Secondary School Teachers and ICT
In this article, the authors examine to what extent ICT is being used by the teachers and how they are using ICT in their teaching. The authors also discuss how factors such as the subject being taught, teaching experience, gender and age influence the use of ICT in teaching.The findings revealed that teachers in the secondary schools in Hamar do use ICT but few use ICT very often. However, most are still unsure whether ICT will have any positive effect on the learning outcome for their students.
Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes
The purpose of this study was to examine Queensland teachers’ conceptions of assessment and their relationship to their level of teaching and compared the results to teachers from New Zealand. A questionnaire-based survey of teachers’ attitudes, beliefs and practices in the areas of curriculum, pedagogy and assessment was conducted in 2003. Data revealed that teachers showed a willingness to integrate assessment into their professional duties of improved teaching and learning, tempered with caution about the quality and usefulness of the assessment resources being used to make students and schools accountable.
December 2011
All Recent Items
Multiculturalism & Diversity
Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers’ Difficulties and Emotions towards a New policy Initiative
Taiwanese Technical Education Teachers’ Professional Development: An Examination of Some Critical Factors
Listening to Teacher Lore: The Challenges and Resources of Korean Heritage Language Teachers
Inside and Outside the Integrated Bilingual Palestinian–Jewish Schools in Israel: Teachers’ Perceptions of Personal, Professional and Political Positioning
What Do Secondary Trainee Teachers Say about Teaching as A Profession of their “Choice” in Malawi?

Professional Development

The Role of Teachers’ Orientation to Learning in Professional Development and Change: A National Study of Teachers in England
Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development
The Lost Promise of Teacher Professional Development in England

Teacher Education & Instruction

Working with Learners’ Mathematical Thinking: Towards A Language of Description for Changing Pedagogy
Teaching Practices and Strategies to Involve Inner-city Parents at Home and in the School
Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about their Students, their Colleagues and their Work
Administrative Support and its Mediating Effect on US Public School Teachers
Comparing Teachers’ Views on Morality and Moral Education, A Comparative Study in Turkey and the United States
Secondary Teachers’ Conceptions of Student Engagement: Engagement in Learning or in Schooling?
Sustaining Collaboration: English-as-a-Second-Language, and Content-Area Teachers

Mentoring & Supervision

Induction Needs of a Group of Teachers at Different Career Stages in a School in the Republic of Ireland: Challenges and Expectations
Hidden Labor in the Mentoring of Pre-service Teachers: Notes from a Mentor Teacher Advisory Council

Special Education

Institutional Separation in Schools of Education: Understanding the Functions of Space in General and Special Education Teacher Preparation

Preservice Students

Pre-service Teachers’ Episodic Memories of Classroom Management
Defining Content for Field-Based Coursework: Contrasting the Perspectives of Secondary Preservice Teachers and Their Teacher Preparation Curricula
The Impact of a Combined Cognitive–Affective Intervention on Pre-service Teachers’ Attitudes, Knowledge, and Anticipated Professional Behaviors regarding Homosexuality and Gay and Lesbian Issues
Preservice Teachers’ Sense of Preparedness and Self-Efficacy to Teach in America’s Urban and Suburban Schools: Does Context Matter?
Pre-service Primary Education Teachers’ Changing Attitudes towards Teaching: A Longitudinal Study
Eliciting Critical Literacy Narratives of Bi/Multilingual Teacher Candidates across U.S. Teacher Education Contexts

Teaching Assessment

Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes
Primary and Secondary Teachers’ Conceptions of Assessment: A Qualitative Study

Technology & Computers

Elementary School Teachers’ Motivation toward Web-based Professional Development, and the Relationship with Internet Self-efficacy and Belief about Web-based Learning
Norwegian Secondary School Teachers and ICT

Theories & Approaches

Teacher Professionalization: Motivational Factors and the Influence of Age
Fostering Dispositions Through the Literary Arts
December 2011
 
The newsletter contains references to all the new items added to the ITEC Portal.

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