Jul. 05, 2016
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the monthly newsletter of the International Portal of Teacher Education, containing the latest articles on teacher education, pedagogy, and instruction that have been published in academic journals.

Registration for a new year of studies at The MOFET Institute's Online Academy is now open. The first semester will open on November 6, 2016 and close on February 12, 2017
For our Arabic speaking colleagues - we are delighted to introduce two new online courses in the field of Teaching the Arabic Language: (1) Adapting teaching in classes that include pupils with difficulties and/or learning disabilities;
(2) Innovative methods for teaching language: grammar, word meanings, spelling, and punctuation.
For information about the various online programs and courses, click here.

Wishing you an interesting reading,

The MOFET Portal Team

July 5, 2016 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
July 2016
Featured Items
The Development of Beginning Mathematics Teacher Pedagogical Content Knowledge
The purpose of this study is to examine the development of pedagogical content knowledge (PCK) for two purposefully selected beginning mathematics teachers. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. The findings of this study demonstrate the differences that exist in the development of PCK for beginning mathematics teachers. These findings also demonstrate that PCK can develop in different ways for beginning teachers.
Learning from Interpersonal Interactions during the Practicum: A Case Study of Non-Native ESL Student Teachers
This study, which grounded in a sociocultural view of teacher learning, explores how non-native English as a Second Language (ESL) student teachers developed their understanding of professional learning in the light of their experiences of engaging with their significant others during an eight-week practicum. The study reveals rich interactions between these student teachers and their significant others in the school settings. The findings reveal that the process of learning to teach was described as experiencing, which is connected to engagement in activities in personal social context that is counted as doing. This study suggests a pressing need to develop university–school partnership to facilitate the development of collegial relationships among student teachers and their significant others.
Impact of Structured Group Activities on Pre-service Teachers’ Beliefs about Classroom Motivation: An Exploratory Study
The purpose of this study was to examine the value of providing pre-service teachers with opportunities to examine, justify and challenge their beliefs about classroom motivation in interaction with peers. Results showed participation in this study influenced pre-service teacher beliefs. Specifically, participants’ beliefs about classroom motivation shifted from a sole emphasis on individual cognitions to acknowledging also the importance of educational practices. The major change over time, however, was the consolidation of pre-service teachers’ motivational beliefs.
“Changing the Way I Teach”: Building Teacher Knowledge, Confidence, and Autonomy
This article examines the effect of a National Writing Project professional development model on a group of middle school writing teachers. Specifically, the authors examine how contact with other professionals in intensive week-long sessions as well as mentoring from the professional development coach affected the teachers’ concept of themselves as professionals, as writers, and as colleagues, as well as how this attitudinal change affected their classrooms and students. The findings reveal that through participating in the literacy academies, these teachers appear to have revived their interest in teaching and gained confidence in their expertise. The authors find that activities with more positive structural features tend to provide professional development with more positive core features, which in turn tend of produce more positive teacher outcomes.
Evidence of Mentor Learning and Development: An Analysis of New Zealand Mentor/Mentee Professional Conversations
This study examines dialogue for evidence of inquiring habits of mind within mentor–mentee interactions. The findings revealed that learning and development was found but at differential rates not necessarily related to experience as a teacher or mentor prior to the programme. Furthermore, while the goals typically aligned with the philosophy of the programme, conversation content analysis revealed a discrepancy between intended goals and actual conversation.
July 2016
All Recent Items
Professional Development
Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning

Instruction in Teacher Training

Learning from Interpersonal Interactions during the Practicum: A Case Study of Non-Native ESL Student Teachers
PDS Collaboration as Third Space: An Analysis of the Quality of Learning Experiences in a PDS Partnership
Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK
Organisational Self-evaluation and Teacher Education for Community Relations in a Transforming Society?
How Do They Measure Up? Primary Pre-service Teachers’ Mathematical Knowledge of Area and Perimeter
'I Know You Have to Put Down a Zero, But I'm Not Sure Why': Exploring the Link Between Pre-Service Teachers' Content and Pedagogical Content Knowledge

Research Methods

Rattling the Cage: Moving beyond Ethical Standards to Ethical Praxis in Self-Study Research

Mentoring & Supervision

The Impact of Mentor Education: Does Mentor Education Matter?
Evidence of Mentor Learning and Development: An Analysis of New Zealand Mentor/Mentee Professional Conversations
Supporting Mathematics Instruction with an Expert Coaching Model
Mentoring as Professional Development: ‘Growth for Both’ Mentor and Mentee

Teacher Educators

Asking Questions as a Key Strategy in Guiding a Novice Teacher: A Self-Study
Professional Development of Teacher Educators: Voices from the Greek-Cypriot Context
The ‘Self-Regulated Learning Opportunities Questionnaire': A Diagnostic Instrument for Teacher Educators' Professional Development

Teacher Education Programs

Renewing an Old Ideal of Education

Preservice Teachers

Impact of Structured Group Activities on Pre-service Teachers’ Beliefs about Classroom Motivation: An Exploratory Study
Prior Study of Mathematics as a Predictor of Pre-service Teachers’ Success on Tests of Mathematics and Pedagogical Content Knowledge
Pre-service Secondary Mathematics Teachers Making Sense of Definitions of Functions
Diagnostic Assessment of Pre-Service Teachers’ Mathematical Content Knowledge
The Shift From 'Learner/Doer of Mathematics' to 'Teacher of Mathematics': A Heuristic for Teacher Candidates

Beginning Teachers

The Development of Beginning Mathematics Teacher Pedagogical Content Knowledge

Theories & Approaches

“Changing the Way I Teach”: Building Teacher Knowledge, Confidence, and Autonomy
Caring Relationships in School Staff: Exploring the Link between Compassion and Teacher Work Engagement
An Exploration of the Development of Academic Identity in a School of Education
Pre-service Teachers’ Growth as Practitioners of Developmentally Appropriate Practice: A Vygotskian Analysis of Constraints and Affordances in the English Context
Deliberate Practice in Teacher Education
Reflectivity, Reflexivity and Situated Reflective Practice

Trends in Teacher Education

Recalling 40 Years of Teacher Education in the USA: A Personal Essay
July 2016
 
The newsletter contains references to all the new items added to the ITEC Portal.

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