Jul. 13, 2010
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

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

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

July 13, 2010 International Portal of Teacher Education
July 2010
Featured Items
Culturally Responsible Mentoring: Exploring the Impact of an Alternative Approach for Preparing Student Teachers for Diversity
This study argues that culturally responsible mentoring (CRM) is one way to help student teachers put multicultural education into practice. This study examines the impact CRM has on preservice teachers learning to teach in diverse classrooms. The findings demonstrate that CRM helps preservice teachers become critical thinkers about the cultural contexts in which they work. CRM also assists them in developing equitable and inclusive practices for their particular students.
A New Look at Preservice Teachers' Conceptions of Classroom Management and Organization: Uncovering Complexity and Dissonance
This study examines preservice teachers' conceptions of classroom organization and management in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions through an open-ended questionnaire. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management.
The Role of Action Research in Transforming Teacher Identity: Modes of Belonging and Ecological Perspectives
Using data from a three-year action research project, the author examines how action research may be used to promote and support teacher identity construction and reconstruction. More specifically, the author examines how modes of belonging were enacted in teacher-centred action research communities of practice. As well, an ecological perspective is adopted to provide insight into how teachers’ identities are formed and reformed in the context of teacher-centred action research.
Understanding Change in Teachers’ Ways of Being through Collaborative Action Research: A Cultural–Historical Activity Theory Analysis
The authors’ goal is to seek to understand the factors that affect changes in the teachers’ identities. The authors report on a study of teachers engaged in collaborative action research (CAR) to improve their implementation of digital photography in their teaching. The research design combines the use of ethnographic methods, participatory evaluation methods and action research. The authors use cultural–historical activity theory to understand why the data suggest that there was little change in the teachers’ identity by the end of the first cycle of action research, while those who participated in both the initial action research and the CAR group had a change in their identities.
“But What Can I Do?”: Three Necessary Tensions in Teaching Teachers About Race
A core question of teacher education—“What can I do?”—plagues courses on race in particular ways. Teachers routinely search for “concrete” applications of “theoretical” ideas about race, question the potential for “everyday” activity to dismantle inequality “structures,” and wrestle with the need for both professional and personal development on racial issues. In this article, the authors discuss how these three core tensions surfaced in one race-oriented teacher education course. The authors suggest that to create inquisitive and efficacious teachers, teacher educators can encourage teachers to keep all three tensions in play for the duration of their careers.
A Grounded Theory of Propective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching
This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. The participants were enrolled in their third year of a 5-year education program in an Ontario university in Canada. The article describes the use of constant comparison and theoretical saturation that identified two core categories emerging from participants' meta-cognitive analysis to describe how students internalized and interpreted the Standards of Practice for the Teaching Profession. The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards.
July 2010
All Recent Items
Multiculturalism & Diversity
'After-Queer' Tendencies in Queer Research
After Dark in the Antipodes: Pedagogy, Place and Queer Phenomenology
'After-Queer': Subjunctive Pedagogies
White Male Teachers on Difference: Narratives of Contact and Tensions
Gaining Research Access into the Lives of Muslim Girls: Researchers Negotiating Muslimness, Modesty, Inshallah, and Haram

Professional Development

The Role of Action Research in Transforming Teacher Identity: Modes of Belonging and Ecological Perspectives

TE & Instruction

Defining and Comparing Generic Competences in Higher Education
College Diversity Experiences and Cognitive Development: A Meta-Analysis
Expectations and Experiences: The Voice of A First-Generation First-Year College Student and the Question of Student Persistence
“But What Can I Do?”: Three Necessary Tensions in Teaching Teachers About Race

Research Methods

Understanding Change in Teachers’ Ways of Being through Collaborative Action Research: A Cultural–Historical Activity Theory Analysis
Reflective Development and Developmental Research: Is There A Future for Action Research as A Research Strategy in German-Speaking Countries?
Participatory Action Research and the Reconstruction of Teachers' Practical Thinking: Lesson Studies and Core Reflection. An Experience in Spain
Building Social Capital for Educational Action Research: The Contribution of Bridget Somekh
The Collaborative Action Research Network: 30 Years of Agency in Developing Educational Action Research
What Is The 'Good' of Bridget Somekh? A Celebration Of And Critical Reflection On A Career As An Action Researcher
Polyphony in the Classroom: Reporting Narrative Action Research Reflexively
Implementing A Spanish for Heritage Speakers Course in An English-Only State: A Collaborative Critical Teacher Action Research Study
'Great Conversation' for School Improvement in Disadvantageous Rural Contexts: A Participatory Case Study
Peer Feedback in an Undergraduate Programme: Using Action Research to Overcome Students' Reluctance to Criticise
Narrative Strategies In Educational Research: Reflections On A Critical Autoethnography
Technology's Achilles Heel: Achieving High-Quality Implementation
Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect
Technology and Education Change: Focus on Student Learning
Assessment, Technology, and Change
Coping Strategies of High School Students with Learning Disabilities: A Longitudinal Qualitative Study and Grounded Theory
Two Researchers Reflect on Navigating Multiracial Identities in the Research Situation

Mentoring & Supervision

Culturally Responsible Mentoring: Exploring the Impact of an Alternative Approach for Preparing Student Teachers for Diversity

TE Programs

Toward a Sexual Ethics Curriculum: Bringing Philosophy and Society to Bear on Individual Development

Preservice Students

A New Look at Preservice Teachers' Conceptions of Classroom Management and Organization: Uncovering Complexity and Dissonance

Beginning Teachers

Teaching That Breaks Your Heart: Reflections on the Soul Wounds of a First-Year Latina Teacher

Technology & Computers

Synergy between Information and Communications Technologies and Educational Action Research and Collaborative Construction of Our Active Identities

Theories & Approaches

A Grounded Theory of Propective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching
Learning and Emotion: Perspectives for Theory and Research
Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort
Doing and Feeling Research in Public: Queer Organizing for Public Education and Justice
Globalization and Life History Research: Fragments of A Life Foretold

TE - General Trends

Alternative Educational Futures for a Knowledge Society
Higher Education and Employability of Graduates: Will Bologna Make A Difference?
Reflecting on the Bologna Outcome Space: Some Pitfalls to Avoid? Exploring Universities in Sweden and the Netherlands
The Bologna Process and the Economic Impacts of Research and Development within the Context of Europeanization: The Case of Finland
July 2010
 
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