Mar. 16, 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. 

On Wednesday, March 18, we invite all our readers to participate the webinar "Raising a bilingual child: Myths and research" by Prof. Sharon Armon-Lotem. The webinar will refute many of the myths concerning bilingualism in light of recent research. As usual registration is free of charge, click here for details.

Wishing you interesting and enjoyable reading,

The MOFET Portal Team

March 16, 2015 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
March 2015
Featured Items
How Different Mentoring Approaches Affect Beginning Teachers’ Development in the First Years of Practice
The purpose of this study is to examine whether quality and frequency of mentoring predict beginning teachers’ development of professional competence and well-being in the first two years of their career. Findings indicate that the quality of mentoring rather than its frequency explains a successful career start. Additionally, beginning teachers who experience constructivist mentoring show higher levels of efficacy, teaching enthusiasm, and job satisfaction. Constructivist mentoring also reduces emotional exhaustion after one year of training compared to teachers without constructivist mentoring.
Modeling as Moral Education: Documenting, Analyzing, and Addressing a Central Belief of Preservice Teachers
This study aims to describe the beliefs of preservice teachers regarding the moral work of teaching. The results reveal that the vast majority of participants expressed the belief that we can indeed teach children to be good. Furthermore, modeling as means of moral education is found to be a dominant theme in the data. Among the discussions of modeling, several sub-themes about the nature of modeling and its role in teaching are reported.
Unifying Cognition, Emotion, and Activity in Language Teacher Professional Development
This article aims to guide language teacher educators to address novice teacher emotion systematically in the learning-to-teach experience. The authors used a scheme of a complete orienting basis of the action (SCOBA) to orient language teacher educators as they respond to novice teacher emotions in the activity of journal writing. This analysis demonstrates that emotional content is pervasive in this novice teacher’s journals, and that her emotions are tied to her perezhivanie and her thinking about and activity/outcomes of her teaching. The authors argue that the SCOBA highlights that teacher expression of emotion is intertwined with cognition and activity as part of the developmental process of beginning teachers, and can be addressed in mediation.
Using Action Research in Middle Level Teacher Education to Evaluate and Deepen Reflective Practice
The purpose of this study was to explore how middle grades interns planned, conducted, and reflected upon their teaching practices as the result of conducting action research. The findings revealed that conducting action research engaged the participants in inquiry into their own practice. The interns realized that this process gave them the opportunity to question their existing personal beliefs and to reform their personal theories upon which change in practice could support effective student learning. Additionally, this process was a means to reflect upon and determine ways to change their teaching practices. These interns focused on the students and used assessments that would help them to learn how to assist all of their students, including those that were struggling. Finally, meaningful action research that involves critical examination requires a great deal of cooperation.
Profiles and Change in Beginning Teachers’ Professional Identity Tensions
This study attempts to profile beginning teachers according to their professional identity tensions. These profiles regards beginning teachers' changing role from student to teacher, their care for students and their orientations towards learning to teach. The cluster analysis of these tensions revealed that the participants could be classified into six different profiles, namely: teachers struggling with (views of) significant others, teachers with care-related tensions, teachers with responsibility-related tensions, moderately tense teachers, tension-free teachers, and troubled teachers. Furthermore, 30 of the 42 beginning teachers who completed the questionnaire twice changed profiles after the transition period from student teacher to in-practice teacher.
March 2015
All Recent Items
Multiculturalism & Diversity
Teaching the Psychosocial Subject: White Students and Racial Privilege

Professional Development

Unifying Cognition, Emotion, and Activity in Language Teacher Professional Development

Instruction in Teacher Training

Noise, What Noise? Raising Awareness of Auditory Health among Future Primary-school Teachers
Using Action Research in Middle Level Teacher Education to Evaluate and Deepen Reflective Practice
Teachers’ Professional Identity: Contributions of a Critical EFL Teacher Education Course in Iran
Learning Other People’s History: Pre-service Teachers’ Developing African American Historical Knowledge

Research Methods

Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons
An Autoethnographic Inquiry into the Role of Serendipity in Becoming a Teacher Educator/Researcher
Revealing, Reinterpreting, Rewriting Mujeres
The Intellectual Landscape of Critical Policy Analysis
Too Good At Fitting In: Methodological Consequences and Ethical Adjustments
Understanding Emotions As Situated, Embodied, and Fissured: Thinking with Theory to Create an Analytical Tool

Mentoring & Supervision

How Different Mentoring Approaches Affect Beginning Teachers’ Development in the First Years of Practice
Developing Professional Identities through Participation Within a Hybrid Community of Practice: Illustrating the Front-Line Experiences of Four Pre-K Mentor–Teachers

Teacher Educators

Academic Work and Proletarianisation: A Study of Higher Education-based Teacher Educators

Teacher Education Programs

New Literacy Studies: An Alternative Frame for Preparing Teachers to Use Assistive Technology

Preservice Teachers

Modeling as Moral Education: Documenting, Analyzing, and Addressing a Central Belief of Preservice Teachers
Examining the Mathematical Knowledge for Teaching Involved in Pre-service Teachers’ Reflections
Ethical Issues in the Teaching and Learning of Health Topics in Schools: The Conceptions of Teacher Trainees
Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

Beginning Teachers

Coming to Know in the ‘Eye of the Storm’: A Beginning Teacher’s Introduction to Different Versions of Teacher Community
Everybody’s Problem: Novice Teachers in Disadvantaged Mexican Schools
Profiles and Change in Beginning Teachers’ Professional Identity Tensions

ICT & Teaching

Exploring the Use of iPads to Investigate Forces and Motion in an Elementary Science Methods Course
Moving Through MOOCs: Understanding the Progression of Users in Massive Open Online Courses
Transforming Teachers’ Knowledge Focused on Student Thinking with Technologies Using a Learning Trajectory Instructional Approach

Theories & Approaches

Measuring Teachers’ and Student Teachers’ Perceptions of Practice-Based Research in PDS and Non-PDS Settings
Teaching Motivations in Hong Kong: Who Will Choose Teaching as a Fallback Career in a Stringent Job Market?
Human Capital Theory: A Holistic Criticism
Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving
March 2015
 
The newsletter contains references to all the new items added to the ITEC Portal.

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