Jun. 07, 2009
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to send you the latest issue of The MOFET ITEC Portal resource list.

The current bulletin represents the latest articles and some significant trends published in academic journals that focus 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

June 7, 2009 International Portal of Teacher Education
June 2009
Featured Items
Valuing Practice Over Theory: How Beginning Teachers Re-Orient Their Practice in The Transition from The University to The Workplace
This article is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The article argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education program.
Connecting University Supervision and Critical Reflection: Mentoring and Modeling
The study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. This investigation focused on 3 university elementary supervisors and 12 teacher education students.
The Other Side of the Story: Israeli and Palestinian Teachers Write a History Textbook Together
In this article, the authors present the work of a team of Israeli and Palestinian teachers who developed a history textbook that includes both groups' narratives of the same events side by side. The aim was to break down stereotypes and build more nuanced understandings among the next generation of citizens in each of the two states in the region. These teachers then tested the effects of its use in both Israeli and Palestinian classrooms.
More than A Shortage of Early Childhood Teachers: Looking Beyond The Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care
In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this article, the authors suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest.
Action Research for Educational Reform: Remodelling Action Research Theories and Practices in Local Contexts
The article examines how action research theories and practices are remodelled in local contexts and used to support educational reform. The article analyzes 46 publications from the period 2000-2008. It identifies five 'variations' in the globalized theory and practice of action research: action research in times of political upheaval and transition; action research as a state-sponsored means of reforming schooling; co-option of action research by Western governments and school systems to control teachers; action research as a university-led reform movement; and action research as locally-sponsored systemic reform sustained over time.
Postgraduate Certificate in Education (PGCE) and Student Motivation
This paper analyses the results from a study conducted among 283 full-time Postgraduate Certificate in Education course (PGCE) students in Norwegian universities in the autumn of 2006. The students responded to a questionnaire examining their motivation to take the PGCE course and their motivation to become teachers.
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
The authors describe a model of the prosocial classroom. This model highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. The model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers?
The purpose of the study was to examine reasons for teacher participation in online communities of K-12 teachers. The following research question guided this study: Why do teachers want to participate in self-generated online communities of teachers? These online communities of teachers are communities of practice in online environments. 23 teachers participated in the study. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie.
June 2009
All Recent Items
Multiculturalism & Diversity

The Work of Multicultural Teacher Education: Reconceptualizing White Teacher Candidates as Learners
The Other Side of the Story: Israeli and Palestinian Teachers Write a History Textbook Together

Professional Development

An Analysis of Online Professional Development and Outcomes for Students With Disabilities
Self-Study in Teaching and Teacher Development: A Call to Action
District Professional Development Models As A Way to Introduce Primary-School Teachers to Natural Science Curriculum Reforms in One District in South Africa
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
More than A Shortage of Early Childhood Teachers: Looking Beyond The Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care

TE & Instruction

Engaging Elementary Preservice Teachers With Active Learning Teaching Methodologies
What Is The Nature of Knowledge Development in Lesson Study?
The Role of Reader Characteristics in Processing and Learning From Informational Text
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
Curriculum-Context Knowledge: Teacher Learning From Successive Enactments of A Standards-Based Mathematics Curriculum
From Command to Constructivism: Canadian Secondary School Physical Education Curriculum and Teaching Games for Understanding
Preparing Teachers for Inclusive Classrooms
Using Teachers' Prior Knowledge, Attitudes and Beliefs to Develop In-Service Teacher Education Courses for Inclusion
Using Activity Theory to Understand Prospective Teachers' Attitudes to and Construction of Special Educational Needs and/or Disabilities
Collaborative Teaching for Teacher Educators—What Does the Research Say?
Redesigning The Preparation of All Teachers within The Framework of An Integrated Program Model
Education for Ethically Sensitive Teaching in Critical Incidents at School
Articulation and Re-Articulation: Development of A Model for Providing Quality Feedback to Pre-Service Teachers on Practicum
The Effectiveness of Cooperative Learning with Trainee Teachers
'Where Is the Action?' Challenges to Studying the Teaching of Reading in Elementary Classrooms
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
Studying Reading Instruction With Teacher Logs: Lessons From the Study of Instructional Improvement
An Adult Attachment Perspective on The Student–Teacher Relationship and Classroom Management Difficulties
Boundary Dilemmas in Teacher–Student Relationships: Struggling with “The Line”

Research Methods

Action Research for Educational Reform: Remodelling Action Research Theories and Practices in Local Contexts
Teacher Research in Urban Philadelphia: Twenty Years Working within, against, and beyond the System
Participatory Action Research: Contributions to the Development of Practitioner Inquiry in Education
Unpacking Variety in Practitioner Inquiry on Teaching and Teacher Education
Practitioner Inquiry in South African Schools: What, How and Why (Not)
Pedagogy as Human Science, Bildung and Action Research: Swedish and Dutch Reflections
Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective
A Framework for Conducting Research on Collaborative Teacher Education

Mentoring & Supervision

Connecting University Supervision and Critical Reflection: Mentoring and Modeling
The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis
Identity Development and Mentoring in Doctoral Education
Mentors' Written Lesson Appraisals: The Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-Service Teachers' Perceptions of Content

Teacher Educators

Attending to Changing Landscapes: Shaping The Interwoven Identities of Teachers and Teacher Educators

TE Programs

Establishing and Maintaining Program Coherence in a Cohort-Based Graduate Program
Resistance and Discursive Practice: Promoting Advocacy in Teacher Undergraduate and Graduate Programmes

Preservice Students

Teacher Candidates' Accuracy of Beliefs regarding Childhood Interventions
Taking A 'Reality' Check: Expanding Pre-Service Teachers' Views on Pedagogy and Diversity

Beginning Teachers

Northern Ireland Beginning Teachers' Experiences of Induction: The 'Haves' and the 'Have Nots'
Induction of Newly Qualified Teachers in New Zealand
Valuing Practice Over Theory: How Beginning Teachers Re-Orient Their Practice in The Transition from The University to The Workplace

Teaching Assessment

Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment

Technology & Computers

Can You Hear Me Now? Evaluation of an Online Wireless Technology to Provide Real-Time Feedback to Special Education Teachers-In-Training
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers?
Engaging Secondary School Students in Extended and Open Learning Supported by Online Technologies
A Comparison of Traditional Homework to Computer-Supported Homework
Development and Evaluation of A Case-Based Digital Learning Tool about Children's Mathematical Thinking for Elementary School Teachers (L-TEST)
Developing Preservice Teachers' Global Understanding through Computer-Mediated Communication Technology

Theories & Approaches

Identity Construction through Schooling: Listening to Students’ Voices
The Pedagogical Dimension of Internationalisation? A Challenging Quality Issue in Higher Education for the Twenty-First Century
A Review of Empirical Evidence About School Size Effects: A Policy Perspective
School and The Co-Construction of Dropout
Situated Learning in the Network Society and the Digitised School
How Evidence-Based Teaching Practices Are Challenged By A Deweyan Approach to Education

TE - General Trends

The Scholarship of Teaching and Web-Based Representations of Teaching in the United States: Definitions, Histories, and New Directions
Postgraduate Certificate in Education (PGCE) and Student Motivation
Discourses of Inclusion in Initial Teacher Education: Unravelling a New Zealand ‘Number Eight Wire’ Knot
The Inclusive Practice Project in Scotland: Teacher Education for Inclusive Education
The Difficulties of Inclusive Pedagogy for Initial Teacher Education and Some Thoughts on the Way Forward
Understanding Mainland Chinese Students' Motivations for Choosing Teacher Education Programs in Hong Kong
Reforming Further Education Teacher Training: A Policy Communities and Policy Networks Analysis
Using A Meta-Analysis Activity to Make Critical Reflection Explicit in Teacher Education

June 2009
 
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