Jan. 12, 2010
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the first issue of The MOFET ITEC Portal resource list of 2010.

The current bulletin presents some significant trends from the latest articles published in academic journals focusing 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

January 12, 2010 International Portal of Teacher Education
January 2010
Featured Items
The Role of Service-Learning in Transforming Teacher Candidates' Teaching of Reading
This study compared two literacy courses for elementary teacher candidates taught by the same professor at the same university with variables held constant with one exception.It was hypothesized that teacher candidates who practiced new pedagogies with children at a designated low performing, highly diverse elementary school (Course One—Service-learning) during a highly structured service-learning experience would develop more self-efficacy and, therefore, demonstrate greater implementation of the course content than those who role played their practice (Course Two—Practice with Peers).
Alignment, Cohesion, and Change: Examining Mathematics Teachers’ Belief Structures and their Influence on Instructional Practices
This collective case study explored the relationship between mathematics teachers’ beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students’ learning. Five high school teachers of ninth-grade algebra at different stages in their teaching career participated in this study.
Legitimate Peripheral Participation (LPP) – The Case for Recognition of Prior Learning Sites and Knowledges in South Africa's Transforming Education System
This paper seeks to establish the parallel relevance of Lave and Wenger's Legitimate Peripheral Participation (Lave & Wenger, 1990) to South Africa's post-colonial legitimation of alternative sites. The South African Qualifications Authority highlights the fact that the pedagogical approach of such sites is context- and learner-centred with demonstrable socially valuable skills. The approach confronts and deconstructs the colonial marginalisation of human capital from outside ‘formal’/official institutions. It is part of the ideological framework of redressing the race and class exclusion mechanisms of artisans and others from the landscape of skills possession.
A Mentoring Model for Interactive Online Learning in Support of a Technology Innovation Challenge Grant
The Lewis & Clark Rediscovery Project is a technology professional development program designed to help teachers restructure teaching and learning practices in the classroom. The project also help teachers to foster technology use in the schools. Fundamental to the success of the project was the development of a model to mentor teachers in the field and to help facilitate outreach and peer mentoring of technology infusion across many districts. The authors have included in this review a description of the major Rediscovery professional development model strategies and activities, as well as lessons learned and emerging trends and movements in interactive online teaching and learning.
The Education of Hindu Priests in the Diaspora: Assessing the Value of Community of Practice Theory
The utility of Lave and Wenger's social theory of learning can be evaluated through specific case studies which enhance our understanding of how education proceeds in diverse contexts. Here the author provides an ethnographic case study of the training of Caribbean-born Hindu pandits (priests) living and working in Queens, New York. In order to explicate the process by which people are moved into the social roles of “pandit-in-training” and “pandit,” the author shifts between interviewees’ words, vignettes of their actions and her interpretation of communities of practice and its relevance for mapping the education of Hindu pandits.
January 2010
All Recent Items
Multiculturalism & Diversity
Women of Color in a Bilingual/Dialectal Dilemma: Critical Race Feminism against a Curriculum of Oppression in Teacher Education

Professional Development

Teachers Learning How to Learn
Learning for Professional Life: Student Teachers' and Graduated Teachers' Views of Learning, Responsibility and Collaboration
Conceptions and Knowledge about Childhood in Initial Teacher Training: Changes in Recent Decades and Their Impact on Teacher Professionality, and on Schooling in Childhood
Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community

TE & Instruction

Ecologies of Participation in School Classrooms
The Use of Evidence-Based Instructional Strategies in Special Education Settings in Secondary Schools: Development, Implementation and Outcomes
Tackling Bullying: Victimized by Peers as a Pupil, an Effective Intervener as a Teacher?
Problem-Based Learning in the Fifth, Sixth, and Seventh Grades: Assessment of Students' Perceptions
Alignment, Cohesion, and Change: Examining Mathematics Teachers’ Belief Structures and their Influence on Instructional Practices
Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers’ Knowledge
Working with Mathematics Teachers and Immigrant Students: An Empowerment Perspective

Research Methods

Pragmatic Radicalism: An Autoethnographic Perspective on Pre-Service Teaching
Understanding our Learners and Developing Reflective Practice: Conducting Action Research with English Language Learners
Multiple Representations as Sites for Teacher Reflection about Mathematics Learning

Mentoring & Supervision

Developing Adaptive Teaching Competency through Coaching
Investigating Change in Field Sites Through Mentor and Candidate Dialogues

Teacher Educators

Further Education Teachers' Accounts of Their Professional Identities

TE Programs

Legitimate Peripheral Participation (LPP) – The Case for Recognition of Prior Learning Sites and Knowledges in South Africa's Transforming Education System
Co-Analysis of Work in the Triadic Supervision of Preservice Teachers Based on Neo-Vygotskian Activity Theory: Case Study from a French University Institute of Teacher Training

Preservice Students

Examining the Unexpected Sophistication of Preservice Teachers’ Beliefs about the Relational Dimensions of Teaching
From Clothing to Skin: Identity Work of Student Teachers in Culminatingfield Experiences
The Role of Service-Learning in Transforming Teacher Candidates' Teaching of Reading

Beginning Teachers

Compromise in Collaborating With Families: Perspectives of Beginning Special Education Teachers

Teaching Assessment

Teachers' Perception of the New Teacher Evaluation Policy: A Validity Study of the Policy Characteristics Scale

Technology & Computers

A Mentoring Model for Interactive Online Learning in Support of a Technology Innovation Challenge Grant

Theories & Approaches

The Education of Hindu Priests in the Diaspora: Assessing the Value of Community of Practice Theory
Competent Performances of Situated Identities: Adult Learners of English Accessing Engaged Participation

TE - General Trends

Re-Conceptualizing Partnerships across the Teacher Education Continuum
Teachers as Researchers in a Major Research Project: Experience of Input and Output
Teachers’ Innovative Change within Countrywide Reform: A Case Study in Rwanda
January 2010
 
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