January 28 | International Portal of Teacher Education

Jan. 28, 2013

Dear subscriber,

MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the first issue of ITEC Portal resource list of 2013, with the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

Next month we invite all our readers to participate in the following webinars, as usual registration is free of charge:
February 3, 2013
Varieties of Text and the Projection of Learner Presence in Digital Environments

February 7, 2013
Making a Difference in the EFL Classroom: Integrating Technology for Students with Learning Disabilities

February 13, 2013
The Gamification of Location-based Learning

Last reminder to all educators around the world passionate for implementing ICT in education to join us for a unique and unforgettable learning experience in Israel, including a Study Tour and Mini-Conference: MOFETeach 2013 – Education, Innovation, & ICT. For more information and registration please click here.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

January 28, 2013

International Portal of Teacher Education

Please note: a complete list of recent additions to the portal follows the Featured Items.

January 2013

Featured Items

Web 2.0 Tools and the Evolving Pedagogy of Teacher Education

This article describes recent changes in a social studies teacher education program and the role Web 2.0 tools played in developing meaningful activities centered on the development of sound technological pedagogical content knowledge (TPCK). As the project developed, it became apparent that the creation of the class digital flexbook operated along five distinct phases: awareness, analysis, collection, design, and reflection.

Current Issues in Teacher Education: 2006-2009

This study was aimed to examine the current issues published between January 2006 and December 2009 in three leading journals in teacher education. A research team selected three journals: the Journal of Teacher Education, Action in Teacher Education, and Teaching and Teacher Education: An International Journal of Research and Studies. The research team reviewed and analyzed 721 articles from these journals. The findings reveal that the current issues include teacher-focused issues, instructional models for teacher education, multicultural education, field experiences/school partnerships, and mentoring and induction into the profession. The article also discusses the topics which are missing in the current teacher education literature.

Building 21st-century Teachers: An Intentional Pedagogy of Media Literacy Education

This paper identifies media literacy education as an essential framework for housing a sophisticated repertoire of knowledge, skills, and dispositions for 21st-century teacher preparation. This article illustrates the ways in which media literacy catalyzes essential knowledge, skills and dispositions by (1) contextualizing technological proficiency, (2) promoting pedagogical excellence, and (3) enacting democratic ideals.

Emerging Teachers–emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany, and England

The current article focuses on the construction of teacher identities in terms of trust and accountability. The article provides a comparison of the perspectives of new teachers from Norway, Germany, and England about their relationships to significant ‘others’, and how these influence their lives as teachers. The findings revealed a variation between these three national school systems in the ways that trust and accountability impact teachers' identity.

Taking stock of Lesson Study as a platform for teacher development in Singapore

In this study, the authors were interested to understand how lesson study (LS) protocols were adapted to suit local school conditions and contexts and the kinds of problems and constraints the schools faced in the implementation process. The Sixty-four schools responded to three survey questionnaires. The findings reveal that 56 schools implemented LS. Twenty-nine schools indicated that they would definitely continue implementing LS. The results show that in 22 schools LS was initiated by school leaders such as principals and vice-principals.

Teacher Educators’ Identities and Work in England at the Beginning of the Second Decade of the Twenty-First Century

This paper reports on part of the study of teacher educators in England which entitled ‘The Academic Tribe of Teacher Educators’ (A3TE). The purpose of A3TE was to examine teacher educators' constructions of their own identities in the academic communities within two university schools of education. The findings reveal that teacher educators in both universities constructed repertoires of identities for themselves. Although entry into the university often triggered a complex and shifting process of the (re)construction of identity around practice as a teacher educator and academic engagement, many of the teacher educators still saw one of their identities as that of ‘once-a-school teacher’.

January 2013

All Recent Items

Professional Development