Jun. 15, 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. 

This month, the portal crossed a meaningful milestone - over 3500 information items, making it one of the significant online databases in the field. 

On Wednesday, July 1, we invite all our readers to participate the webinar "What does it mean to be an online learner?" by Dr. Sarah Schrire. As usual registration is free of charge, click here for details. 

Wishing you an interesting reading,

The MOFET Portal Team

June 15, 2015 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
June 2015
Featured Items
Student-teachers As Researchers: Towards A Professional Development Orientation in Teacher Education. Possibilities and Limitations in the Greek University
This study has two goals: it investigates how to design a university undergraduate course on action research; and It also explores how the students’ involvement in action research influences the construction of their personal educational theory. The findings reveal that educational action research can be taught to students if it is praxis oriented, linking theory and practice within reflective action. The students also managed to practically link action research and collaborative action learning, approaching teaching as learning to a certain extent and realising that learning is predicated on active experience and improved through cyclical processes.
Thinking through Practice: Exploring Ways of Knowing, Understanding and Representing the Complexity of Teaching
In this article, the author presents the foundations of a research programme developing an understanding of teaching practice in secondary visual arts classrooms. The data reveal that core practices of visual arts teaching were evident, in relation to instructional methods, selection and use of resources, in the focus of programming and in approaches to relationships with colleagues and with students. The author has developed four propositions that provide the basis of a practice-based approach to teacher education.
Constructing A Critical Professional Identity Among Teacher Candidates During Service-Learning
This article aims to examine the process of critical professional identity development as it was perceived by the teacher candidates who participated in the service-learning programme. This study presents three main processes that took place in the development of a critical professional identity among teacher candidates during service-learning. These processes included the following: (1) Deconstructing stereotypes through engagement with the ‘other', (2) Coping with difficulties, dilemmas or conflicts that arise from dialogue with the ‘other', and (3) Shifting from a hegemonic professional perception to a dialogic one.
Consensus and Dissensus in Mentor Teachers’ Judgments of Readiness to Teach
This article examines how primary school mentor teachers made their decisions regarding teacher candidates' practicum performance. The judges’ explanations for their decisions gave the authors access to their ‘cue utiltisation validities’ - how they used the cues they identified. Within the participant group some appeared to emphasise personal attribute dimensions, other professional practice dimensions; for others it was difficult to determine a preference. There was, however, evidence that the mentors did not emphasise one thing to the exclusion of the other cues with weaker cues being used to moderate their decisions. Overall, the judgment-making in this study was considered, careful and reasoned e and widely variable. There was also some evidence of internal dissensus for individual mentors, leading to confusion around assessment of TC practice.
Graphic texts - Literacy enhancing tools in early childhood (Book review)
The book Graphic texts - Literacy enhancing tools in early childhood presents the potential contribution of non-verbal graphic texts to the development of children's literacy skills in the broad sense. The book deals with five types of graphic texts: drawings, photographs, icons, maps and calendars. Each one of these is described in terms of its characteristic features and contexts of use, followed by a review of current findings concerning the development of children's comprehension and production of the text. Finally, a comprehensive account of the possible contributions of each text to children's cognitive and social development is provided, complemented by a multitude of practical examples of relevant educational activities, children's productions and research ideas.
June 2015
All Recent Items
Instruction in Teacher Training
Transfer of Practices and Conceptions of Teaching and Learning Mathematics
Graphic texts - Literacy enhancing tools in early childhood (Book review)
Teaching the Teachers: Emotional Intelligence Training for Teachers
Socioculturally Situated Narratives as Co-Authors of Student Teachers’ Learning from Experience
Multicomponent Training of Teachers of Students With Severe Disabilities

Research Methods

Justifying Action Research

Mentoring & Supervision

Consensus and Dissensus in Mentor Teachers’ Judgments of Readiness to Teach
Getting Beyond “Gut Feeling”: Understanding How Mentors Judge Readiness to Teach
How Do Teacher Mentors Perceive their Role, Does It Matter?

Teacher Educators

Calling the Question: Do College Instructors Actually Grade Participation?

Teacher Education Programs

Two Roadmaps, One Destination: The Economic Progress Paradigm in Teacher Education Accountability in Georgia and Missouri
Towards Post-intercultural Teacher Education: Analysing ‘Extreme’ Intercultural Dialogue to Reconstruct Interculturality
Constructing A Critical Professional Identity Among Teacher Candidates During Service-Learning
A Networked-Hutong Siwei of Critiques for Critical Teacher Education

Preservice Teachers

Identity Expectations in Early Childhood Teacher Education: Preservice Teachers' Memories of Prior Experiences and Reasons for Entry into the Profession
Theorising Teaching and Learning: Pre-service Teachers’ Theoretical Awareness of Learning
Student-teachers As Researchers: Towards A Professional Development Orientation in Teacher Education. Possibilities and Limitations in the Greek University
Pre-service Teachers’ Pedagogical Learning during Practicum Placements in Special Schools

Beginning Teachers

Teachers' Exit Decisions: An Investigation into the Reasons Why Newly Qualified Teachers Fail to Enter the Teaching Profession or Why Those Who Do Enter Do Not Continue Teaching
The Valuation of Knowledge and Normative Reflection in Teacher Qualification: A Comparison of Teacher Educators, Novice and Experienced Teachers
From Attrition to Retention: A Narrative Inquiry of Why Beginning Teachers Leave and Then Rejoin the Profession
Induction Seminars as Professional Learning Communities for Beginning Teachers
Teacher Induction, Identity, and Pedagogy: Hearing the Voices of Mature Early Career Teachers from an Industry Background

Assessment & Evaluation

Say Cheese! A Snapshot of Elementary Teachers’ Engagement and Motivation for Classroom Assessment
Understanding Unfamiliar Literary Aesthetics: White Preservice Teachers Examine Race Through Story

Theories & Approaches

Thinking through Practice: Exploring Ways of Knowing, Understanding and Representing the Complexity of Teaching
Educational Policy or Practice? Traversing the Conceptual Divide between Subject Knowledge, Pedagogy and Teacher Identity in England
Understanding Outcome-based Education Changes in Teacher Education: Evaluation of A New Instrument with Preliminary Findings
The Impact of the Type of Projects on Preservice Teachers’ Conceptualization of Service Learning
Cultural–Historical Activity Theory Perspectives on Constructing ICT-Mediated Metaphors of Teaching and Learning
June 2015
 
The newsletter contains references to all the new items added to the ITEC Portal.

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