Feb. 15, 2009
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to send you the latest issue of The MOFET ITEC Portal resource list.

The current bulletin represents the latest articles and some significant trends published in academic journals that focus on teacher education, pedagogy and instruction.

Please feel free to use the response system at the end of each item, we welcome your comments and insights.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

February 15, 2009 International Portal of Teacher Education
February 2009
Featured Items
More than A Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers
The goal of this study was to shed light on mentor teachers' perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). The authors hypothesized that the mentor teachers' perceptions would likely differ from established conceptions of this construct. This difference has significant implications for mentor preparation and university collaboration.
Making A Difference: Moving beyond the Superficial Treatment of Diversity
The literature on teacher education shows that historically, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success (McDonald, 2005). Moreover, some authors (e.g. Lortie, 1975) have argued that “the predispositions teacher education students bring to teaching are a much more powerful socializing influence than either pre-service education or later socialization in the workplace” (Johnson, 2002, p. 154). This article investigates research and scholarship in this area.
Pre-Service Elementary Teachers’ Field Experiences in Classrooms Led by Science Specialists
The goal of this study was to examine the experiences of preservice elementary teachers in a content-specific field-based experience with elementary science specialists.The results showed that preservice teachers experienced a wide range of instructional and assessment strategies in specialists’ classrooms. However, the teachers failed to generalize aspects of the specialist model of science instruction to traditional models for delivery of science instruction at the elementary level.
Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives, Work, and Effectiveness: From Integration to Synergy
The authors examine how a mixed-methods research team designed and conducted a 4-year study that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge.They consider the advantage of synergistic approaches and combination of a greater range of data.
Developing into Similarity: Global Teacher Education in the Twenty-First Century
This paper explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. The authors argue that expansion brought about by processes familiar to globalization is creating wide differences in the cost of information that incentivizes use of standardized patterns for producing teachers. This study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets.
The Relationship between Critical Thinking Skills and In-Class Questioning Behaviors of English Language Teaching Students
It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. The goal of this study was to investigate the relationship between critical thinking skills and in-class questioning behaviors of English Language Teaching (ELT) students at the Faculty of Education at Mugla University.The data suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly.
The New Teacher Education in the United States: Directions Forward
This paper builds on the argument that during the late 1990s and into the early 2000s, a ‘new teacher education’ emerged in the USA. It was constructed as a public policy problem, based on research and evidence, and driven by outcomes. This new teacher education is both for better and for worse. The paper suggests that the trends that characterized the emergence of the new teacher education have continued and intensified, especially in light of larger national and global policy and political issues.
Content Knowledge for Teaching: What Makes It Special?
The goal of the study was to examine the nature of professionally oriented subject matter knowledge in mathematics. Therefore, the authors studied actual mathematics teaching and identified mathematical knowledge for teaching based on analyses of the mathematical problems that arise in teaching. In conjunction, measures of mathematical knowledge for teaching were developed.
February 2009
All Recent Items
Multiculturalism & Diversity

Making A Difference: Moving beyond the Superficial Treatment of Diversity
If Multicultural Science Education Standards’ Existed, What Would They Look Like?

Professional Development

Reflection and Professional Identity in Teachers’ Future-Oriented Discourse
New Directions for the Design and Study of Professional Development Attending to the Coevolution of Teachers' Participation Across Contexts
Experimenting With Teacher Professional Development: Motives and Methods
Competing Priorities in Professional Development: An Australian Study of Teacher Professional Development Policy and Practice
Leading Professional Learning in An Australian Secondary School through School-University Partnerships
Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers
Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model
Professional Development Opportunities for Early Childhood Educators in Community-Based Child Care Centers

TE & Instruction

The Differential Influence of Instructional Context on the Academic Engagement of Students with Behavior Problems
Motivation Beliefs of Secondary School Teachers in Canada and Singapore: A mixed Methods Study
Student-Teachers' Evaluation on the Use of Different Modes of Problem-Based Learning in Teacher Education
Applying Chaos Theory to Lesson Planning and Delivery
Utopia vs. Reality: The Effectiveness of In-Service Training Courses for EFL Teachers
From Students to Teachers: Using Surveys to Build A Culture of Evidence and Inquiry
The Relationship between Critical Thinking Skills and In-Class Questioning Behaviors of English Language Teaching Students
Learning Mathematics for Teaching in the Student Teaching Experience: Two Contrasting Cases
Elementary Teachers’ Understanding of Students’ Science Misconceptions: Implications for Practice and Teacher Education
Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry
Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum
Thinking About Thinking: It's not Just for Philosophers:” Using Metacognitive Journals to Teach and Learn About Constructivism

Research Methods

Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives, Work, and Effectiveness: From Integration to Synergy
The Failure of Dissertation Advice Books: Toward Alternative Pedagogies for Doctoral Writing
Focus Group Dialogues as A Method for Identifying A School's Developmental Needs

Mentoring & Supervision

Reciprocal Mentorship: An Effective Support for Online Instructors
More than A Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers
Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers
The Early Childhood Professional Mentoring Group: A Forum for Parallel Learning

TE Programs

The National Board Certification Process as Professional Development: The Potential for Changed Literacy Practice
Being A Protege: An Autoethnographic View of Three Teacher Education Doctoral Programs
The Impact of John Dewey on the Teacher Education System in Turkey
Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method
Exploring the Effectiveness of a Field Experience Program in a Pedagogical Laboratory: The Experience of Teacher Candidates
Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs, and Instructional Practices
The Power and Possibilities of Performative Critical Early Childhood Teacher Education
The New Teacher Education in the United States: Directions Forward
Teacher Professionalism in Flemish Policy on Teacher Education: A Critical Analysis of The Decree on Teacher Education (2006) in Flanders, Belgium
Sites of Contestation over Teacher Education in Australia
Partnership, Policy and Politics: Initial Teacher Education in England under New Labour
Is Small Beautiful? Policy-Making in Teacher Education in Scotland

Preservice Students

Engaging Student Teachers in Meaningful Reflective Practice
Pre-Service Elementary Teachers’ Field Experiences in Classrooms Led by Science Specialists

Teaching Assessment

Teachers’ Perceptions of Assessments of Their Mathematical Knowledge in A Professional Development Course

Technology & Computers

Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
Teachers Perceptions of the Effectiveness of a Blended Learning Approach for ICT Teacher Training
Learning to Use PDAs to Enhance Teaching: The Perspectives of Preservice Physical Educators

Theories & Approaches

Content Knowledge for Teaching: What Makes It Special?
Toward A Framework for the Development of Mathematical Knowledge for Teaching

TE - General Trends

Teachers, Teaching, and Teacher Education: Comments on the National Mathematics Advisory Panel’s Report
Developing into Similarity: Global Teacher Education in the Twenty-First Century

February 2009
 
The newsletter contains references to all the new items added to the ITEC Portal.

MOFET ITEC Portal website: http://itec.macam.ac.il/portal/

To unsubscribe from the MOFET ITEC Portal mailing list please click here.

If you are having trouble reading this newsletter it is also available at: http://itec.macam.ac.il/portal/NewsletterArchive.aspx.