Dec. 08, 2015
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.

On Wednesday, December 16, we invite all our readers to participate in the webinar "Wikipedia and Higher Education". Lecturer Michal Lester will suggest ways in which Wikipedia can be used in academia for preliminary research by students, for practice of critical reading, and particularly for writing Wikipedia entries on topics that are linked to the curriculum.
As usual registration is free of charge, click here for details.

Wishing you an interesting reading,

The MOFET Portal Team

December 8, 2015 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
December 2015
Featured Items
Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation
In this paper, the authors review the approaches taken in several states that have already estimated the effects of teacher preparation programs (TPP) and analyze the proposals for incorporating students’ test score gains into the evaluations of TPP by states that have received federal Race to the Top funds. They developed a framework to focus on three types of decisions that are required to implement these new accountability requirements: selection, estimation and reporting.
Does Emotional Intelligence Predict Student Teachers’ Performance?
This article explores whether emotional intelligence predicts student teacher performance. This study found that teacher emotional intelligence was not a predictor of student teacher performance. It also found that prior academic attainment and gender were not a good predictor of teacher performance.
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions
In this study, the authors examined the direct effects of preservice preparation quality and early career support as well as potential moderating effects of early career support on the career intentions and decisions of novice teachers. The findings confirm and extend prior research related to the effects of early career support alone and in conjunction with varying levels of satisfaction with preservice preparation. The authors show a direct association between new teachers’ perceptions of preservice preparation quality and their intentions to remain in their current school and in the profession. In conclusion, this study provides a first and important step in filling a gap in the teacher attrition literature by examining whether mentoring and induction support differentially influences beginning teachers’ career intentions and decisions depending on their level of preservice preparation.
The Development of Community Competence in the Teacher Education Curriculum
In this article, the authors investigate the extent to which three postgraduate teacher education institutes in the Netherlands pay attention to and aim to stimulate the development of community competence. This question is approached through three curriculum representations, the intended, implemented and attained curriculum. The study guides revealed that all institutes in some way or another stated the importance of developing community competence by their student teachers. However, it appears that community competence is weakly conceptualised in the intended curriculum. Furthermore, in the implemented and attained curricula, teacher educators, student teachers and the materials showed that there was no systematic and explicit policy for stimulating the development of community competence of student teachers.
Guidelines for Using Technology to Prepare Social Studies Teachers
In this article, the authors reflect upon, revisit, and rethink the original guidelines for using digital technologies to prepare social studies teachers in an effort to facilitate theoretical and practical discussions that may serve as a foundation from which to approach the preparation and development of social studies teachers over the next few years. The authors revisit the guidelines for using digital technologies in light of current scholarship and current contexts. They conclude that 15 years ago they focused on the Internet and the materials accessible online. Since then, the authors have seen the emergence of more advanced technologies. All of these developments have played into the concept of 21st-century classrooms. As a result, they see great value in supporting teachers to develop the critically aware dispositions that enable them to be ready and engage with online professional learning sites.
December 2015
All Recent Items
Multiculturalism & Diversity
The Cultural Responsiveness of Teacher Candidates towards Roma Pupils in Serbia and Slovenia – Case Studies
Enacting Critical Literacy: The Case of a Language Minority Preservice Teacher

Professional Development

Professional Development for Professional Learners: Teachers’ Experiences in Norway, Germany and England

Instruction in Teacher Training

Does Emotional Intelligence Predict Student Teachers’ Performance?
‘Seeing the Trees not just the Wood’: Steps and not just Journeys in Teacher Action Research
Towards Community Oriented Curriculum in Finnish Literacy Education
Supporting Teachers in Integrating Digital Technology Into Language Arts Instruction to Promote Literacy

Mentoring & Supervision

Extending the Mentor Role in Initial Teacher Education: Embracing Social Justice
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad

Teacher Educators

Exploring the Mathematical Knowledge Needed for Teaching Teachers
Mobile Technology: Case-Based Suggestions for Classroom Integration and Teacher Educators

Teacher Education Programs

Innovators in Teacher Education: Diffusing Mobile Technologies in Teacher Preparation Curriculum
A System-Wide Professional Learning Approach about Inclusion for Teachers in Hong Kong

Preservice Teachers

Against the Unchallenged Discourse of Homelessness: Examining the Views of Early Childhood Preservice Teachers
The Role of Emotions in Student Teachers’ Professional Identity
Learning How to Teach Chemistry with Technology: Pre-Service Teachers’ Experiences with Integrating Technology into Their Learning and Teaching
Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Beginning Teachers

The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions

Assessment & Evaluation

Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation
Assessing Teaching Skills with a Mobile Simulation
Rating Teachers Cheaper, Faster, and Better: Not So Fast
University–School Partnerships: Student Teachers’ Evaluations across Nine Partnerships in Israel

ICT & Teaching

Guidelines for Using Technology to Prepare Social Studies Teachers

Theories & Approaches

Supporting Early Childhood Preservice Teachers in Their Work With Children and Families With Complex Needs: A Strengths Approach
Reflections of a Peace Educator: The Power and Challenges of Peace Education With Pre-Service Teachers
The Development of Community Competence in the Teacher Education Curriculum
Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos

Trends in Teacher Education

Changes in Teacher Education in Thailand 1978–2014
Responding to Teacher Shortages: Relationships among Mobility Experiences, Attitudes, and Intentions of Dutch Teachers
The Politics of Collaboration: Discourse, Identities, and Power in a School–University Partnership in Hong Kong
December 2015
 
The newsletter contains references to all the new items added to the ITEC Portal.

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