Feb. 16, 2012
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the new issue of The MOFET ITEC Portal newsletter with the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

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Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

February 16, 2012 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
February 2012
Featured Items
Dual Roles – Conflicting Purposes: A Comparative Study on Perceptions on Assessment in Mentoring Relations during Practicum
This article describes a comparative study which conducted in Norway, Israel and The Netherlands to examine the perceptions of mentors and mentees the nature of assessment in practice teaching. The participants were 74 student teachers and 52 mentors from these three countries. The authors found high agreement between mentors and students on a number of issues related to assessment in mentoring both in the nature of teaching as well in the process of mentoring. This study also found that there is a similar level of agreement in the three contexts regarding what to assess and how the assessment is done as there is about the mentoring activity.
Teaching Ms. Kerbin: A Unique Approach to Student Teacher Reflections and Their Use With Preservice Candidates
In this article, three students teachers reflected and wrote about their student-teaching experiences. The group chose to examine common concerns of student teachers not often addressed in classes, with the idea that these reflections could be useful for teacher candidates just entering student teaching. These vignettes were presented to pre-student teaching candidates in the semester just before their student-teaching experience and at the end of the semester. The authors stated the value in grooming student teachers toward the habit of reflection to help them gain insights to their identities as teachers and to make the shift from self-absorbed novices to student-centered teachers.
“It's Hard Getting Kids to Talk About Math”: Helping New Teachers Improve Mathematical Discourse
In this article, the author was interested to learn more about how 1st-year mathematics teachers use questioning strategies as a method for improving student engagement in whole-class discussions. The author observed two new mathematics teacher whom he mentored in the university. The data reveal that during each of their midterm observations, the two teachers were presenting lessons that exceeded 50% of the total class period . Therefore, they spent less time on engaging students in mathematics discussions. After each midterm conversation, both teachers increase the amount of time that students were discussing mathematics.
The Carrot, the Stick, or the Relationship: What Are the Effective Disciplinary Strategies?
The current article intends to examine the impact of discipline styles on a range of factors, including: students’ respect for the rights of others; their level of connection to peers/school; their general wellbeing; and how much they like their teacher and subject. The results showed that discussion, involvement, hinting, and use of recognition and rewards encourage greater levels of communal responsibility. The results indicate that these other strategies influence the results and consequences of punishment.
Please Mind the Culture Gap: Intercultural Development During a Teacher Education Study Abroad Program
This study explores a preservice teacher’s intercultural development over the course of a semester-long teacher education study abroad program in England. The preservice teacher experienced cultural dissonance during her immersion in the cultural context in England. Her immersion experience provided her with the opportunity to have the experience of being a cultural outsider. The authors conclude that such study abroad programs can be powerful vehicles in teacher educators’ efforts to prepare preservice teachers for work with culturally diverse students.
Citizenship and Self-Determination for Individuals With Cognitive Disabilities: The Interdependence of Social Studies and Special Education
This article examines the ways to implement citizenship education in educational settings for individuals with cognitive disabilities. For their successful integration into society as contributing citizens, individuals with cognitive disabilities need self-determination skills such as autonomy, making choices, and self-regulation to be infused throughout their curriculum, and they should begin learning such skills as early as possible.
February 2012
All Recent Items
Multiculturalism & Diversity
Broadening the Meaning of Citizenship Education: Native Americans and Tribal Nationhood
Bedouin Special-Education Teachers as Agents of Social Change

Professional Development

From Preschool Teachers’ Professional Development to Children’s Knowledge: Comparing Sets
Convergent Adaptation in Small Groups: Understanding Professional Development Activities Through a Complex Systems Lens

Teacher Education & Instruction

Beyond a Story Well Told: Using Oral Histories for Social Justice Curriculum
Authentic and Self-directed Learning in Vocational Education: Challenges to Vocational Educators
The Tyranny of Setting (Ability Grouping): Challenges to Inclusion in Scottish Primary Schools
The Carrot, the Stick, or the Relationship: What Are the Effective Disciplinary Strategies?
Emphasizing Collaborative Practices in Learning to Teach: Coteaching and Cogenerative Dialogue in a Field‐Based Methods Course

Research Methods

Collaborative Action Research Approaches Promoting Professional Development for Elementary School Teachers
Examining the Long‐term Impact of Collaborative Action Research on Teacher Identity and Practice: The Perceptions of K–12 Teachers

Mentoring & Supervision

Dual Roles – Conflicting Purposes: A Comparative Study on Perceptions on Assessment in Mentoring Relations during Practicum
Effects of Coaching on Teacher Use of Sociocultural Instructional Practices

Teacher Educators

Feudalism and Academia: UK Academics’ Accounts of Research Culture
Investigating Finnish Teacher Educators’ Views on Research‐Based Teacher Education

Special Education

Citizenship and Self-Determination for Individuals With Cognitive Disabilities: The Interdependence of Social Studies and Special Education
Special Education Teachers’ Use of Assistive Technology With Students Who Have Severe Disabilities

Teacher Education Programs

Creating and Facilitating A Teacher Education Curriculum Using Preservice Teachers’ Autobiographical Stories
Please Mind the Culture Gap: Intercultural Development During a Teacher Education Study Abroad Program

Preservice Students

Teaching Ms. Kerbin: A Unique Approach to Student Teacher Reflections and Their Use With Preservice Candidates
High Efficacy and the Preservice Reading Teacher: A Comparative Study

Beginning Teachers

“It's Hard Getting Kids to Talk About Math”: Helping New Teachers Improve Mathematical Discourse
Understanding New Teachers’ Professional Identities through Metaphor
Missed Opportunities, Misunderstandings, and Misgivings: A Case Study Analysis of Three Beginning English Teachers’ Attempts at Authentic Discussion With Adolescents in a Synchronous CMC Environment

Technology & Computers

Innovative Uses of IT Applications in STEM Classrooms: A Preliminary Review of ITEST Teacher Professional Development
Learning about Urban Ecology Through the use of Visualization and Geospatial Technologies

Theories & Approaches

Reduction of Stigma in Schools: An Evaluation of the First Three Years
Generational Attitudes and Teacher ICT Use

Trends in Teacher Education

A European Space for Education Looking for Its Public
Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?
February 2012
 
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