Jan. 17, 2012
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 2012.

The current bulletin presents some significant trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction. 

Between March 11 - 18, 2012 we offer a special study tour in Israel for teachers, policy makers & administrators: Teacher Education, Teaching, and Information & Communication Technologies.
For more information and registration please click here.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

January 17, 2012 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
January 2012
Featured Items
First-Year Teaching Experiences: Are They Different for Traditionally Versus Alternatively Certified Teachers?
The purpose of this study was to obtain information from a group of beginning teachers regarding how teachers who enter the field through alternative certification programs respond to the induction programs, in comparison to those who enter through more traditional programs. The results indicate that there are more similarities than differences in the experiences reported by 1st-year alternative-and traditional-entry teachers. These results indicate that teacher education certification programs and beginning teacher support programs need to take into consideration the unique needs of alternative-entry teachers because of their previous experiences and expectations.
Teachers From Five Nations Share Perspectives on Culture and Citizenship
This study examined the perspectives of preK-12 teachers from five nations. These teachers share their attitudes regarding the concepts of culture and citizenship and the intersections of those concepts. The authors gathered data on the perspectives expressed in online discussions among 125 in-service teachers enrolled in master's degree programs in Brazil, Colombia, Ecuador, Paraguay, and the United States.
Enhancing Teachers’ Counselling Skills: Student Teachers’ Views on a Teachers’ Education Programme
This study aimed to explore student teachers’ views regarding 1) the efficacy and the applicability of a brief teacher education programme in certain counselling skills; and 2) its impact on their competence to adequately apply a SEL intervention programme in their classrooms. The authors consider that the results of this study highlight the need for applying inservice training in counselling skills for teachers.
A Comparison of Three Teacher Preparation Programs in Terms of Their Impact on Teacher Competencies
This study compared three teacher preparation programs at a Midwestern university. The purpose of the study was to examine how the teachers from the three programs perceived the impact of the programs and how employers perceived their teaching competencies. The teachers from the three teacher education programs at the Midwestern university held positive attitudes about the impact of their programs on their competencies. Their positive views were confirmed by the perceptions of their employers, who provided high ratings of their teachers' competencies in all three programs.
Copying Right and Copying Wrong with Web 2.0 Tools in the Teacher Education and Communications Classrooms
Understanding copyright as it impacts online communication and publishing with Web 2.0 tools on open access networks must become an important part of literacy and communication education in today’s Information Age. In this article, the authors describe an approach they have employed in their English education and communications classrooms to address this need.
Collaborative Continuing Professional Development (CPD) for Teachers in Scotland: Aspirations, Opportunities and Barriers
This article investigates stakeholders’ views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers from a Scottish perspective. This article draws on two empirical projects which each investigates the perceptions of Scottish teachers regarding CPD. The research discussed in this article suggests that a greater balance of forms and purpose of CPD is desirable. However, the policy context within which Scottish teachers currently work focuses on an individualized, standards-based framework.
January 2012
All Recent Items
Multiculturalism & Diversity
Transformative Learning and Identity Formation on the ‘Smiling Coast’ of West Africa
Internationally Educated Female Teachers in the Neoliberal Context: Their Labour Market and Teacher Certification Experiences in Canada
Teachers From Five Nations Share Perspectives on Culture and Citizenship

Professional Development

Still Motivated? The Motivation for Teaching during the Second Year in the Profession
Collaborative Continuing Professional Development (CPD) for Teachers in Scotland: Aspirations, Opportunities and Barriers
Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice

Teacher Education & Instruction

Assessing Student Workload in Problem Based Learning: Relationships among Teaching Method, Student Workload and Achievement. A Case Study in Natural Sciences
Teachers’ Critical Incidents: Ethical Dilemmas in Teaching Practice

Research Methods

A Synthesis of Research concerning Creative Teachers in a Canadian Context

Mentoring & Supervision

The Problematic Context of Mentoring: Evidence from an English Language Teaching Department at a Turkish University

Special Education

A Survey of Greek General and Special Education Teachers’ Perceptions regarding the Role of the Special Needs Coordinator: Implications for Educational Policy on Inclusion and Teacher Education

Teacher Education Programs

Developing Social Skills Training and Literacy Instruction Pedagogy Through Service Learning: An Integrated Model of Teacher Preparation
A Comparison of Three Teacher Preparation Programs in Terms of Their Impact on Teacher Competencies

Preservice Students

Students’ Perceptions of Career Conversations with their Teachers
Learning Strategies and Learning-related Emotions among Teacher Trainees
Investigating Pre-service Teacher Motivation across Cultures Using the Teachers’ Ten Statements Test
Pre-service Teachers’ Goals and Future-Time Extension, Concerns, and Well-Being
Exploring Preservice Teachers’ Metaphor Plotlines
Enhancing Teachers’ Counselling Skills: Student Teachers’ Views on a Teachers’ Education Programme
The Six Remaining Facts: Social Studies Content Knowledge and Elementary Preservice Teachers

Beginning Teachers

First-Year Teaching Experiences: Are They Different for Traditionally Versus Alternatively Certified Teachers?
Career Pathways: Does Remaining Close to the Classroom Matter for Early Career Teachers? A Study of Practice in New Zealand and the USA

Teaching Assessment

Assessing, Teaming, and Reflecting: Student Outcomes From Participating in a Play-Based Assessment

Technology & Computers

Making Sure What You See is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science
Copying Right and Copying Wrong with Web 2.0 Tools in the Teacher Education and Communications Classrooms

Theories & Approaches

A Completed Research and Development Work Project in School: The Teachers’ Learning and Possibilities, Premises and Challenges for Further Development
Teacher Education, Preservice Teacher Beliefs, and the Moral Work of Teaching
Inclusion or Exclusion?: A Narrative Inquiry of a Language Teacher’s Identity Experience in the ‘New Work Order’ of Competing Pedagogies
Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity
Cinematic Citizenship: Developing Citizens of Character With Film

Trends in Teacher Education

Professional Vision and the Politics of Teacher Learning
January 2012
 
The newsletter contains references to all the new items added to the ITEC Portal.

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