Feb. 08, 2011
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.

This month, the portal crossed a meaningful milestone - over 2000 information items, making it one of the significant online databases in the field.

We would like to draw your attention to a new "Tweet" button, located under each item. This button allows a quick and easy way for users to share an item with their followers on the social network and microblogging platform Twitter.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

February 8, 2011 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
February 2011
Featured Items
Seeking Knowledge for Teaching Teaching: Moving beyond Stories
Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. The author claims that a good story can carry important messages and information about teaching, so that other teachers might be able to implement a similar approach in their own classrooms. However the author would suggest that in terms of development of knowledge, thestories alone are not enough. The author concludes that the stories of these teacher educators' work are helpful, but the learning derived from their researching of their practice that leads to the production of new knowledge of teacher education practices.
Back to the Classroom: Lessons Learnt by a Teacher Educator
In this article, the author returned to classroom teaching to better understand the challenges faced by student teachers in implementing Communicative Language Teaching for teaching English at secondary school level. Through self-study the author formed a more developed understanding of the learners' role in learning; their prior learning and past classroom experiences are brought heavily to bear on new learning experiences. Finally, implications for practice and policy are suggested .
A Design-Based Self-Study of the Development of Student Reflection in Teacher Education
The current article reports a self-study where a practitioner and colleagues scrutinize an intervention in teacher education. This research is located as self-study employing design-based methods. The intervention consisted of modifications to an existing secondary teacher education program. The findings revealed that there appear to be two anchors, contextual anchors and conceptual anchors, that operating to inform and enrich reflection among these student teachers.
Listening to Students, Listening to Myself: Addressing Pre-service Teachers' Fears of Mathematics and Teaching Mathematics
The author's goal was to help her pre-service students improve their attitudes toward mathematics and teaching mathematics to elementary students. The author decided to employ self-study methodology to research her own teaching and learning as well as her students' teaching and learning in a new methods course. Findings include the importance of listening closely to students' feelings about learning and teaching math, responding with opportunities to re-learn primary math concepts in a collaborative and hands-on environment, and providing opportunities for pre-service teachers to experience success with math teaching in primary school settings.
Preparing Special Education Teacher Candidates: Extending Case Method to Practice
In this article, the authors explore two examples of case method instruction that extend beyond university classrooms to field sites: case report and case study. Both examples were used in special education teacher preparation graduate courses. The authors conclude that they found the case-based methods described here to be invaluable in bridging the gap from the university classroom to the school-based classroom.
Undressing as Normal: The Impact of Coming Out in Class
This auto-ethnographic narrative presents the experiences of a teacher educator who came out to his preservice teachers. The author claims that preservice teachers need to understand the beliefs and practices of families and cultures that are unlike their own. The author concludes that when queer teacher educators embrace what makes them who they are; it is only then that they can, in equal measure, inspire their preservice teachers.
February 2011
All Recent Items
Multiculturalism & Diversity
Identity Shifts: Queering Teacher Education Research

Professional Development

Special Education Faculty Perceptions of Participating in a Culturally Responsive Professional Development Program

TE & Instruction

Courageous Conversations: Reflections on a Queer Life Narrative Model
Abriendo Puertas (Opening Doors) through Writing
Undressing as Normal: The Impact of Coming Out in Class
Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise

Research Methods

The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges
Developing Critical Understanding by Teaching Action Research to Undergraduate Psychology Students
Books Only Got Us So Far: The Need for Multi-Genre Inquiry
How Does Telling the Truth Help Educational Action Research?
An Exploration of the Importance of Piloting and Access as Action Research
Performance Ethnography as an Approach to Health-Related Education
Poetic Expression and Poetic Form in Practitioner Research
A Design-Based Self-Study of the Development of Student Reflection in Teacher Education

Mentoring & Supervision

Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies

Teacher Educators

Examining Teacher Educator Practice and Identity through Core Reflection
Back to the Classroom: Lessons Learnt by a Teacher Educator
Studying the “I” in our Teaching and Learning: Influences of Identity on Pedagogy for Faculty of Color at a Rural University
What Kind of Research Culture Do Teacher Educators Want, and How Can We Get It?
Learning to Teach: A Self-study of a New Teacher Educator's Introductory Education Course

Special Education

Preparing Special Education Teacher Candidates: Extending Case Method to Practice
Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals

Preservice Students

Preservice Teachers' Perceptions of Field Experiences in Inclusive Preschool Settings: Implications for Personnel Preparation
Listening to Students, Listening to Myself: Addressing Pre-service Teachers' Fears of Mathematics and Teaching Mathematics

Teaching Assessment

Is the Grass always Greener? The Effect of the PISA Results on Education Debates in Sweden and Germany
Capturing the Complexity of Practice: A Self-study in the Context of Engineering Education

Theories & Approaches

Lifelong Learning: Conceptualizations in European Educational Policy Documents
Education Policy Convergence through the Open Method of Coordination: Theoretical Reflections and Implementation in ‘Old’ and ‘New’ National Contexts
Soft Power and Hard Measures: Large-Scale Assessment, Citizenship and the European Union
Seeking Knowledge for Teaching Teaching: Moving beyond Stories

TE - General Trends

Stating the Obvious: The European Qualifications Framework is not a Neutral Evidence-Based Policy Tool
European Teacher Education: A Fractal Perspective Tackling Complexity
The Politics of the Economics of Education in the European Union
International Organisations and the Shared Construction of Policy ‘Problems’: Problematisation and Change in Education Governance in Europe
Expertise, Networks and Indicators: The Construction of the European Strategy in Education
February 2011
 
The newsletter contains references to all the new items added to the ITEC Portal.

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