Feb. 02, 2016
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you 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.

Registration for the second semester of studies at The MOFET Institute's Online Academy (February-June, 2016) is still open.

In that regard, we would like to invite you to our Online Open Days with the heads of our various online programs and courses. Here we will try to answer any questions you may have on the Online Academy: the nature of distance learning, course contents and structure, and requirements, as well as costs, registration options, payment, certificates, and accreditation.

Wishing you an interesting reading,

The MOFET Portal Team

February 2, 2016 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
February 2016
Featured Items
Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function
This study describes changes in secondary mathematics teachers’ mathematical knowledge for teaching function through their engagement in a mathematics methods course teaching experiment. The participants in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. The course focused on function which supports work in the classroom; by focusing on one topic, teachers experience the sequencing of tasks and topics in ways that build a conceptual understanding, much in the way that they might design a curricular sequence in their own classroom.Furthermore, the course activities provided teachers with opportunities to refine and elaborate those initial understandings.
Pre-service English teachers’ perceptions of newly arrived children from Mainland China
The study examined how a group of pre-service English language teachers perceived immigrant children from Mainland China in terms of learning attitudes, academic performance and classroom behaviour. The findings confirm the prevalence of the ‘deficit model’ in these pre-service teachers’ perceptions of immigrant children, which might negatively impact their professional practice. The participants widely perceived these children as deficit and consider them a serious professional challenge.
Selecting Teaching Practice Schools across Social Contexts: Conceptual and Policy Challenges from South Africa
The article explores the question of placing student teachers for their field experience in schools for a diversity of social and educational conditions in South Africa. It outlines the criteria that a sample of teacher educators uses for placing student teachers in ‘suitable’ schools, and relates these criteria to placements in challenging social and educational contexts.Different conceptual models for understanding the link between Teaching Practice placements and a social justice approach to teacher education have been outlined, and a position advanced for understanding and developing the elements of the different models within their particular historical context. These conceptual models are helpful but not sufficient to capture the aspirations, pressures and dilemmas involved in preparing teachers for a range of schooling contexts.
Composing With New Technology: Teacher Reflections on Learning Digital Video
This research examined how 240 teachers in 15 classrooms described their experiences of their learning to compose with digital video (DV). The findings described composition connections they made between print and video, successes and frustrations they experienced in learning DV, additional technical instruction they wanted, and the curricular relevance they perceived with DV in the classroom.
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
This study investigated the knowledge and experiences of practicing teacher educators and learn from them regarding what they believe they needed to know to do their work well. The authors use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating. The findings reveal that practicing teacher educators often feel unprepared to assume their role. The implication is that much work is needed in the academy to help both experienced and novice teacher educators become conscious of their own biases and subjectivities, develop skills and sensitivities that can support social justice teaching and researching, and build confidence as advocates for all learners and communities.
February 2016
All Recent Items
Professional Development
Scaling Up Professional Development in an Era of Common State Standards

Instruction in Teacher Training

Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function
Microblogging about Teaching: Nurturing Participatory Cultures through Collaborative Online Reflection with Pre-service Teachers
Words and Terms with Double Meanings (in Everyday Language and in Academic Disciplines) as a Source of Misconceptions
The Image of the Child Constructed and Transformed by Preservice Teachers in International Contexts
Determining Teacher Candidates’ Attitudes Toward Global-Mindedness
A Framework for the Facilitation of Teachers’ Analysis of Video

Mentoring & Supervision

Veteran Teachers Mentoring in Training: Negotiating Issues of Power, Vulnerability and Professional Development

Teacher Educators

What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
Teacher Educator Professional Learning in the Third Space: Implications for Identity and Practice
Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators

Preservice Teachers

Pre-service English teachers’ perceptions of newly arrived children from Mainland China
Why Do Student Teachers Enrol for a Teaching Degree? A Study of Teacher Recruitment in Portugal and Sweden
Examining the Impact of Pre-induction Social Networking on the Student Transition into Higher Education
Prospective Mathematics Teachers’ Sense Making of Polynomial Multiplication and Factorization Modeled with Algebra Tiles
Prospective Elementary School Teachers’ Professional Noticing of Children’s Early Numeracy
A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages

Beginning Teachers

Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network
Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching

ICT & Teaching

Composing With New Technology: Teacher Reflections on Learning Digital Video
Using Wikis with Teacher Candidates: Promoting Collaborative Practice and Contextual Analysis

Theories & Approaches

Selecting Teaching Practice Schools across Social Contexts: Conceptual and Policy Challenges from South Africa
Effects of Online College Student’s Internet Self-efficacy on Learning Motivation and Performance
Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education
Demystifying the Data-Based Decision-Making Process
Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates
Professional Experience as a Wicked Problem in Initial Teacher Education

Trends in Teacher Education

Teacher education in New Zealand 1974–2014
Teacher Education, Experience, and the Practice of Aligned Instruction
Democratizing Teacher Education
February 2016
 
The newsletter contains references to all the new items added to the ITEC Portal.

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