Jul. 08, 2015
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending 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.

We would like to bring to your attention that we now offer two brand new online courses at The MOFET Institute's Online Academy:

Information literacy: How to search, access and retrieve information sources
Evaluation and Measurement of Online Courses

We are looking forward to see you and your colleagues among our students. 

Wishing you interesting reading,

The MOFET Portal Team

July 8, 2015 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
July 2015
Featured Items
Student Teachers Speak Out!
This study examined the challenges encountered by student teachers during their practicum experience. They coded the data independently and found three major themes: 1. Student teaching is a very stressful period for preservice teachers, due to the workload and to student behavior issues; 2.The most positive aspect of student teaching is the formation of positive relationships with the mentor teacher and with students. 3. If given a chance to do so, few student teachers would change their experiences and are optimistic about their futures.
Teachers' In-service Training is only the Beginning of A Road: Personal and Organizational Contexts of Teachers' Continuous Professional Development
The article describes a study that explores how teachers participating in PD courses perceive the qualities and benefits of such courses, and the variables that affect these perceptions. A secondary goal of the study was to determine whether it is possible to differentiate between variables inherent in the manner in which the courses are conducted and other variables. The study findings validate the strong connection between two key compounded variables affecting outcomes of PD programs: teachers' professional and personal motivation towards the program and the relevancy of the program contents to their needs. Motivation is further enhanced through the trainee's participation in the program, thereby constituting a major leverage for reaching the PD goals and achieving beneficial outcomes.
Learning to Teach a Blended Course in a Teacher Preparation Program
This study presents one instructor’s perceptions of her roles, focusing on her activities in a blended course. The results indicated that the instructor saw her roles primarily as pedagogical, managerial, social, and technical. In addition, the instructor indicated that she needed to change and adapt thoughtfully her previous teaching philosophy and methods to her students and the blended environment. As a result, her experiences with this new blended approach helped evolve her own pedagogy and professional practices both in face-to-face and blended course teaching.
From Bureaucracy to Profession: Remaking the Educational Sector for the Twenty-First Century
In this article, the author examines the challenges faced by American schooling and the reasons for persistent failure of American school reforms to achieve successful educational outcomes at scale. He concludes that many of the problems faced by American schools are derived from trying to solve a problem that requires professional skill and expertise by using bureaucratic levers of requirements and regulations. The author advances a sectoral perspective on education reform, exploring how this shift in thinking could help education stakeholders produce quality practice across the US.
Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy
This article examines who counts as an “authority to speak” on professionalism in the educational field. This article uses Foucauldian archaeology as a rigorous method to examine the shaping of discourse and acknowledges other writers who have ventured into Foucault’s toolbox to borrow one or two of his gadgets. Then the archaeological method is utilised to overview significant voices of authority from the enunciative field of professionalism and professional standards, the latter now a key strategy globally for enhancing professionalism. The authors conclude by arguing that policy needs to utilise such trustworthy evidence by listening to teachers’ and academics’ voices for a “new” and “enacted” reflexive professionalism.
Exploring the Role of Field Experience Context in Preservice Teachers’ Development as Mathematics Educators
The purpose of this article is twofold: (1) to describe two mathematics field experiences which varied greatly in their context, and (2) to examine the influence of these field experiences on preservice teachers’ perspectives and development as educators in general and as mathematics educators specifically. The participants were 33 preservice teachers seeking their initial teaching certification: . Sixteen math camp field experience participants and The 17 traditional field experience participants. The findings suggest that the context of the traditional field experience did not provide the preservice teachers with the same level of support for the development of their mathematics knowledge and skills as did the math camp field experience.
Joint Observation of Student Teaching and Related Tripartite Dialogue during Field Experience: Partner Perspectives
This study explored the implementation of partnership-based joint observation and related tripartite dialogue (JOTD) of student teachers as part of field experience, from the multiple perspectives of student teachers, supporter teachers and tutors. The findings indicate that student teachers, supporter teachers and tutors involved in this study were generally positive about their experiences of JOTD. As the findings further suggest, there may be situations which require some level of flexibility in the implementation of JOTD without necessarily disturbing the spirit of collaborative partnership. In conclusion, the findings from this exploratory study suggest that student teachers, supporter teachers and tutors had a range of views about their experiences while implementing JOTD.
Collaboration as a Form of Professional Development: Improving Learning for Faculty and Students
This article describes a multiyear collaboration between two faculty members. that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. Over time, this professional experience has grown into an exchange of roles and responsibilities. The authors conclude with a list of specific lessons learned or tips for other faculty considering such collaboration.
July 2015
All Recent Items
Multiculturalism & Diversity
Popular Visual Images and the (Mis)Reading of Black Male Youth: A Case for Racial Literacy in Urban Preservice Teacher Education
Whiteness and Social Studies Teacher Education: Tensions in the Pedagogical Task

Professional Development

Collaboration as a Form of Professional Development: Improving Learning for Faculty and Students
Teachers' In-service Training is only the Beginning of A Road: Personal and Organizational Contexts of Teachers' Continuous Professional Development

Instruction in Teacher Training

Exploring the Role of Field Experience Context in Preservice Teachers’ Development as Mathematics Educators
Fun Science: The Use of Variable Manipulation to Avoid Content Instruction
Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange With Students With Autism Spectrum Disorder and Developmental Disabilities
Using Virtual Technology to Enhance Field Experiences for Pre-Service Special Education Teachers
Collaboration or confrontation? An Investigation into the Role of Prior Experiences in the Completion of Collaborative Group Tasks by Student Teachers

Research Methods

Experience-Sampling Research Methods and Their Potential for Education Research

Mentoring & Supervision

Joint Observation of Student Teaching and Related Tripartite Dialogue during Field Experience: Partner Perspectives
Using the Art of Trompe L’oeil to Research Induction and Mentoring

Teacher Educators

Reinventing the Role of the University Researcher

Teacher Education Programs

Learning to Teach a Blended Course in a Teacher Preparation Program
Participatory Action Research as Pedagogy: Investigating Social and Ecological Justice Learning within a Teacher Education Program

Preservice Teachers

Judging Teacher Candidates’ Readiness to Teach
Student Teachers Speak Out!
Does Student Teaching Matter? Investigating Pre-service Teachers’ Sense of Efficacy and Preparedness
Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students

Beginning Teachers

Induction of Beginning Teachers in Urban Environments: An Exploration of the Support Structure and Culture for Beginning Teachers at Primary Schools Needed to Improve Retention of Primary School Teachers
Early Career Teacher Attrition: Intentions of Teachers Beginning
The Sociocultural Factors that Influence a Novice Teacher’s LGBT Activism

Assessment & Evaluation

Using Student Test Scores to Measure Teacher Performance: Some Problems in the Design and Implementation of Evaluation Systems

Theories & Approaches

Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy
Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge, Reflection, and Practice
Critical Moments in Negotiating Authority: Grading, Accountability, and Teacher Education
Teacher Research in Dutch Professional Development Schools: Perceptions of the Actual and Preferred Situation in terms of the Context, Process and Outcomes of Research
How Do You Make a Classroom Operate Like a Work of Art? Deleuzeguattarian Methodologies of Research-Creation

Trends in Teacher Education

From Bureaucracy to Profession: Remaking the Educational Sector for the Twenty-First Century
The Teaching Practicum as a Locus of Multi-Leveled, School-Based Transformation
July 2015
 
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