Jul. 23, 2014
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MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The International Portal of Teacher Education resource list, focusing on teacher education, pedagogy, instruction, and the professional development of teachers. 

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The MOFET Portal Team

July 23, 2014 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
July 2014
Featured Items
Fostering Resilience: A Necessary Skill for Teacher Retention
The purpose of this research was to examine the resilience building process in four novice secondary science teachers in order to understand how and why some novice science teachers remain in the profession while others choose to leave. The results of this study suggest that the interaction between stressors and protective factors constitute the primary force of the resilience process and stimulate responses to help counteract negative effects of stress. Underlying the success of the four novice teachers in this study is the notion that their resilience stems from their ability to revise protective factors in order to address changing stressors. Finally, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.
Research on Early Childhood Teacher Education: Evidence From Three Domains and Recommendations for Moving Forward
The purpose of this article was to illustrate the characteristics, key features, and significant gaps in current Early Childhood Teacher Education (ECTE) research by way of examples from several important domains, and to identify the kinds of research that are most needed to address the question posed in this special issue. The authors provided illustrations in three domains of ECTE: addressing the needs of young children with disabilities; understanding and working effectively with infants and toddlers; and building young children’s competence and interest in mathematics. They then identified five crosscutting research priorities, using examples from these three domains. They conclude by describing what is needed to create a supportive environment that produces—and implements—early childhood teacher education research.
Promoting Communities of Practice and Parallel Process in Early Childhood Settings
This article presents a qualitative case study, which examined the relationship between conversations during formal collaborative experiences and the actual classroom practice of early childhood teachers in a district, Head Start, and university lab school. Three elements related to the development of communities of practice emerged from this study: (a) parallel processes that promoted the transfer of teacher talk into practices that enriched classroom environments; (b) administratively supported collective control of curriculum by teachers promotes a practice-based focus; and (c) use of protocols actively guides the content and process of teachers’ conversations. This study illustrates the importance of group routines and intentions, collective ownership of curriculum, and their role in the development of productive parallel processes.
Assessing Teachers’ Science Content Knowledge: A Strategy for Assessing Depth of Understanding
This article reports on the evaluation of a model for assessment of content knowledge used by researchers in the Problem-Based Learning (PBL) Project for Teachers of Science. These assessment strategy and scoring methodology result in scores for each teacher about the quality of their understanding of each Big Idea before and after PD. The compilation of scores by teacher facilitates assessment of the strength of teachers’ incoming knowledge and changes in their knowledge both in terms of number of Big Ideas and the clarity, accuracy, and completeness of that use. The assessment strategy offers advantages and limitations of this method.
Using Video for Professional Development: The Role of the Discussion Facilitator
In this article, the author argues that there is a lack of research into the role of the facilitator of discussions of video for professional development. A key purpose of this article is to expose aspects of the role of the facilitator of teacher learning, not reported in previous research in the use of video. Hence, the author documents research he undertook into the use of video as a tool for teacher learning. In analysing empirical data from one school, he suggests five key aspects or decision points in working with teachers on video: selecting a video clip, setting up the discussion norms, re-watching the video, moving to interpretation, and metacommenting. The author argues that having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories.
Preservice Teachers’ Images of Scientists: Do Prior Science Experiences Make a Difference?
The study outlined in this article used the Draw-A-Scientist Test (DAST) to explore the views of scientists held by preservice students in science methods classes at both the elementary and secondary levels. The findings revealed that the students with greater previous science experience at both the secondary and post-secondary level would create visual representations of scientist that were significantly less stereotypical than representations created by students with lesser previous science experience. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers’ program and previous science experiences.
Measuring Mathematical Knowledge for Teaching: A Longitudinal Study Using Two Measures
In this longitudinal study, the authors investigate changes in teachers’ mathematics knowledge during a mathematics content course focused on real-world applications and during a content/pedagogy hybrid course designed specifically for elementary teachers. The authors used two popular assessments in the United States: (1) Learning Mathematics for Teaching (LMT) and (2) Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). The findings reveal that teachers made large gains on both measures. However, the LMT better captured gains made during the hybrid course, whereas DTAMS better detected gains during the mathematics course. Furthermore, the patterns of change differed during the two courses, with the LMT scores increasing during the hybrid course only and the DTAMS scores increasing over the two courses.
July 2014
All Recent Items
Professional Development
Using Video for Professional Development: The Role of the Discussion Facilitator

Teacher Education & Instruction

Promoting Communities of Practice and Parallel Process in Early Childhood Settings
The Development of Prospective Secondary Biology Teachers PCK
Creating Inclusive, Literacy-Embedded Play Centers in a Children’s Museum: Connecting Theory to Practice
On the Composition of Academic Work in Digital Times
A Situated Model of Creative Learning

Research Methods

Research in the Hard Sciences, and in Very Hard “Softer” Domains
The Similarities Between Research in Education and Research in the Hard Sciences

Mentoring & Supervision

An Online High School “Shepherding” Program: Teacher Roles and Experiences Mentoring Online Students

Special Education

Evaluating the Evidence Base of Performance Feedback in Preservice Special Education Teacher Training

Preservice Students

Preservice Teachers’ Images of Scientists: Do Prior Science Experiences Make a Difference?

Teaching Assessment

Measuring Mathematical Knowledge for Teaching: A Longitudinal Study Using Two Measures
Assessing Teachers’ Science Content Knowledge: A Strategy for Assessing Depth of Understanding

Technology & Computers

Effectiveness of an Online Simulation for Teacher Education

Theories & Approaches

Research on Early Childhood Teacher Education: Evidence From Three Domains and Recommendations for Moving Forward
Australian Early Childhood Educators: From Government Policy to University Practice
What Is Design Thinking and Why Is It Important?
A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
Promoting Human Capital Development: A Typology of International Scholarship Programs in Higher Education
Changing “Course': Reconceptualizing Educational Variables for Massive Open Online Courses
What – If Anything – Do Standards Do in Education? Topological Registrations of Standardising Work in Teacher Education

Trends in Teacher Education

Fostering Resilience: A Necessary Skill for Teacher Retention
Our Princess Is in Another Castle: A Review of Trends in Serious Gaming for Education
Renewing Sociology of Education? Knowledge Spaces, Situated Enactments, and Sociological Practice in a World on the Move
July 2014
 
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