Dec. 07, 2016
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending 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. 

We have just concluded a very successful Kick-off Meeting of the consortium of the PROTEACH project that is funded by the European Union.
Based both on the experience of the European members of the consortium and on the lessons learned from the Israeli incubator induction model implemented by some of the partners in previous years, the project will create a more effective model of teacher induction.
This is the first EU supported project initiated and lead by MOFET's Support Unit. We will keep you updated about this project in the future in our Facebook page.

Wishing you interesting reading,

The MOFET Portal Team

December 7, 2016 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
December 2016
Featured Items
Using a Cultural Lens to Explore Challenges and Issues in Culturally Diverse Schools for Teach First Beginning Teachers: Implications for Future Teacher Training
The main purpose of this research was to explore the cultural issues and challenges that Teach First (TF) trainees face in their first year of teaching, from the perspective of the teachers. The exploration of these differences allowed the emergence of coping strategies as a major finding to emerge from what was initially a more open-ended investigation. Three main themes emerge from the data: Firstly, there is evidence from all datasets that cultural challenges exist for the participants, and that they have developed strategies for overcoming them during the course of the year; Secondly, the cultural gap exists between curriculum and pupils; Thirdly, while cultural differences have caused problems for the participants, they have come to recognise that although they cannot change the whole culture of the school and its pupils, they can make a difference in class.
Challenges in Enacting Core Practices in Language Teacher Education: A Self-Study
In this article, the author examines her practices as a teacher educator in one course before and after returning to the secondary classroom to teach language learners full-time for one academic year. Based on her experiences, the author decided to make some deliberate and thoughtful changes to how she approached her work as a teacher educator. She changed the course framework in three ways: organization, epistemology, and making the course more practice-centered. However, the author learned that engaging teachers in practice-based teaching requires teacher educators to be specific and deliberate in setting their own purposes for the centrality of practice in their courses and programs and to explain these clearly to students.
The Development of an Implementation Model for ICT in Education: An Example of the Interaction of Affordances and Multimodality
This article explores issues staff and students in initial teacher education (ITE) organisations faced in implementing a series of information and communication technology (ICT) projects.To help those implementing ICT projects in education to unravel the nature of these interactions, the authors used their cross-case analysis to develop an implementation model. The model is based on data from a national evaluation of ICT-based projects in initial teacher education, which included a large-scale questionnaire survey and six in-depth case studies.
Research Ethics in Teaching and Learning
This article has explored the question of whether student research undertaken in the context of taught modules should be subject to RE review. The authors contend that the RE review of in-class research involving human subjects will protect researchers, participants and the institution, serve to engender a strong RE culture within universities and ensure that students graduate with an ethical awareness not always evident in recent generations. The authors outline a number of mechanisms that can plausibly be used to address the issues of resource constraints that limit most REC’s in the contemporary environment. Of particular note are their novel suggestions of asynchronous review and the inclusion of students in the oversight process, with due safeguards built in.
Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor
The purpose of this study is to shed light on the causes of communication difficulties and misunderstandings between Western supervisors and Asian students in relation to their cultural and educational differences. The authors analyzed three implicit misunderstandings in this study occurred due to mismatched and unspoken expectations about the learning goals and learning behaviors between the supervisor and the student, largely reflecting their educational and cultural background differences. The learning patterns they previously had developed became a natural source for them to understand the teaching and learning of international education in the beginning.
December 2016
All Recent Items
Instruction in Teacher Training
Challenges in Enacting Core Practices in Language Teacher Education: A Self-Study
Promoting the Understanding of Photosynthesis Among Elementary School Student Teachers Through Text Design
Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation
Dialoging About English Learners: Preparing Teachers Through Culturally Relevant Literature Circles
Bilingual Pairs in Teacher Education: Exploring WILD Strategies in an Environmental Education Workshop
Learning Study: Nurturing the Instructional Design and Teaching Competency of Pre-service Teachers
Frustrated Returns: Biography, Parental Figures, and the Apprenticeship of Observation
Examining the Task and Knowledge Demands Needed to Teach with Representations

Research Methods

Research Ethics in Teaching and Learning

Mentoring & Supervision

Bringing the Teacher into Teacher Preparation: Learning from Mentor Teachers in Joint Methods Activities
Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience
Individual and Organizational Trust in a Reciprocal Peer Coaching Context
Anchoring a Mentoring Network in a New Faculty Development Program
Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education
Cultural influences in mentoring endeavors: applying the Cultural Framework Analysis Process

Teacher Educators

Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course
Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education
Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor
Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices

Preservice Teachers

What Are They Asking? An Analysis of the Questions Planned by Prospective Teachers When Integrating Literature in Mathematics

Beginning Teachers

Using a Cultural Lens to Explore Challenges and Issues in Culturally Diverse Schools for Teach First Beginning Teachers: Implications for Future Teacher Training
Beginning Teachers and Diversity – Why the Need for Extended Critical Professional Support

ICT & Teaching

The Development of an Implementation Model for ICT in Education: An Example of the Interaction of Affordances and Multimodality

Theories & Approaches

Still Missing? History Chapters in Introductory Early Childhood Education Textbooks From the 1990s to the 2010s
Neuropedagogy in Teacher Education
Final Thesis Models in European Teacher Education and Their Orientation towards the Academy and the Teaching Profession
Failing Intercultural Education? ‘Thoughtfulness’ in Intercultural Education for Student Teachers
Moving From a Continuum to a Community: Reconceptualizing the Provision of Support
Mathematics Teachers’ Learning: A Conceptual Framework and Synthesis of Research

Trends in Teacher Education

Primary Teacher Education in England: 40 Years On
December 2016
 
The newsletter contains references to all the new items added to the ITEC Portal.

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