Jan. 20, 2014
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the first issue of The International Portal of Teacher Education resource list of 2014.
 
The current newsletter presents some significant trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

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The MOFET Portal Team

January 20, 2014 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
January 2014
Featured Items
On the Affective Challenges of Developing a Pedagogy of Teacher Education
The purpose of this study was to examine the various representations of the author's development as a beginning teacher educator offered through his methodology of self-study through narrative inquiry. Analysis of these narratives revealed how certain ongoing, and at times paradoxical, tensions influenced the author's thinking about his initial practices as a teacher educator. At the same time as he was refining his vision for social studies and coming to understand the potential significance of his teaching, he was also, sometimes paradoxically, exhibiting fear of regression in his work, displaying apathy or exhaustion, exhibiting frustration and restlessness, and struggling to navigate interpersonal relationships with his students.
Aligning Professional and Personal Identities: Applying Core Reflection in Teacher Education Practice
The goal of this study was to examine the impact of core reflection on the authors' professional lives and practices as teacher educators. Analysis exposed four themes that defined the core identity issues in these data: (a) Understanding the contradictory nature of core qualities, (b) Confronting their own hypocrisies, (c) Holding ambiguity, and (d) Sustaining authenticity in everyday practice. The authors outline five categories of change in their teaching identities and practice. The authors conclude that in applying their own process of growth from this study, they seek to foster the trusting relationships and core connections in their teaching where students can realize and understand their emerging identities as teacher and self.
Lessons from the World on Effective Teaching and Learning Environments
This article presents key findings from the Teaching and Learning International Survey (TALIS) conducted in 2007-2008. The aim was to provide comparative insights into the conditions of teaching and learning at their school, the leadership in their schools, their preparation and professional development, and the feedback and appraisal which they do—or do not—receive. TALIS yields important insights into current teaching practices in secondary school as well as teachers’ beliefs and attitudes. TALIS highlights not only that better and more targeted professional development is an important lever toward improvement but also that systems need to do better in matching the costs and benefit as well as supply and demand for professional development.
Creating a Professional Learning Community through Self-Study
In this article, the authors describe the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school in Iowa. The authors argue that the use of self-study as the frame for their professional learning experience was seen as a powerful and positive experience overall, impacting both their own practice and the dual language program at large. The authors also argue that during the process of self-study, many of the teachers became supportive collegial friends, colleagues who appeared genuinely interested in working together to improve practice. By working as collegial friends, by engaging in critical discussions of genuine issues and teacher-chosen interests in improving practice, the dual language program as a whole benefited.
Negotiating a Team Identity through Collaborative Self-Study
The authors are teacher educators in the Academic College of Education (ACE) program at Kaye Academic College of Education. Over the years, the 10 teacher educators working in the program have developed a community of practice. In this article, the authors explore the crisis they confronted as a professional learning community, the tensions underlying the crisis, the paths to resolving their crisis, and their decision to look more closely at how collaborative communities of practice affect both group and individual identities. The data analysis revealed two general thematic tensions that supported the authors' understanding of their group’s crisis and led them to identify two metaphors that would help them develop a way out of their crisis. These tensions – preservation versus change and collective versus individual identity – related to their shared language and individual and group identity.
January 2014
All Recent Items
Professional Development
Infusing Neuroscience Into Teacher Professional Development

Teacher Education & Instruction

Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
Aligning Professional and Personal Identities: Applying Core Reflection in Teacher Education Practice
Collaboration by Design: Integrating Core Pedagogical Content and Special Education Methods Courses in a Preservice Secondary Education Program
Classroom Management: What Does Research Tell Us?
Lesson Study in a Methods Course: Connecting Teacher Education to the Field
Student Identity Construction in Online Teacher Education: A Narrative Life History Approach
Interactive Group Activity: A Socially Mediated Tool for Opening an Interpretive Space in Classroom Research

Research Methods

Creating a Professional Learning Community through Self-Study
The Construction of Researcher–Researched Relationships in School Ethnography: Doing Research, Participating in the Field and Reflecting on Ethical Dilemmas
The Influence of Researcher Identity on Ethnographies in Multiracial Schools
Epistemological Pluralism in Research Synthesis Methods
Exploring and Developing Reciprocity in Research Design

Teacher Educators

Imagining, Becoming, and Being a Teacher: How Professional History Mediates Teacher Educator Identity
Negotiating a Team Identity through Collaborative Self-Study
Privatization, Illumination, and Validation in Identity-Making within a Teacher Educator Research Collective
Foreseeing the Unforeseen through Collaborative Self-Study by a Teacher Educator and Two Teacher Candidates

Teacher Education Programs

A Framework for Professional Ethics Courses in Teacher Education
On the Affective Challenges of Developing a Pedagogy of Teacher Education
A Systemic View of Implementing Data Literacy in Educator Preparation

Theories & Approaches

The Role of Opportunity to Learn in Teacher Preparation: An International Context
Lessons from the World on Effective Teaching and Learning Environments
The Concept of Coherency in Teaching: Forging an Idea from Professional Literature – A Case Analysis and a Discussion with Experts
Beyond the Ivory Tower: The Role of the Intellectual in Eliminating Poverty

Trends in Teacher Education

Who Would Stay, Who Would Be Dismissed? An Empirical Consideration of Value-Added Teacher Retention Policies
January 2014
 
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