Mar. 20, 2008
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

March 20, 2008 International Portal of Teacher Education
March 2008
Featured Items
Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science
The author provides five factors for mentoring that have been identified: personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. The article describes a study held in Australia, among 446 preservice teachers responding to mentoring in science, and 115 preservice teachers responding to their mentoring in mathematics.
Have conceptual reforms (and one anti-reform) in preservice teacher education improved the education of multicultural, multilingual children and youth?
The article examines three conceptual reforms in US education and their effects on the education of multicultural and multilingual youth. The article also considers alternative certification programs. According to the author, although each reform improved preservice teachers' preparation to teach multilingual learners, none actually changed the education of under-served youth. The author inks the field's focus on the preparation of teachers for diverse students and the moral dimension of teacher education, concluding that such a connection may be the only way to maintain the professional school preparation of teachers.
Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers
A research into the image of the ideal teacher versus the self-image of student teachers was conducted by two groups of preservice teachers. One group was composed of teacher education students, and the other was composed of beginning teachers who were still completing their academic degrees. Interview data was collected from 89 teachers. Finding revealed two major categories of the ideal teacher: personal qualities, and knowledge of the subject taught and didactic knowledge. However, beginning teachers attributed greater importance to knowledge in terms of the ideal teacher, while students who had not begun to teach attributed less importance to knowledge as far as the ideal teacher.
The myth of the research-led teacher
The article examines the relationship between research and effective teaching in higher education, utilizing concept mapping. The approach is used to suggest that rich and complex networks are indicative of expert status, but these are seldom made explicit to students. Instead, most lesson plans are comprised of simple linear structures. The linear structures, according to the authors lead to learning strategies rather than to individual meaning making.
Illuminating qualities of knowledge communities in a portfolio-making context
The article describes a study that connects teachers' experiences of reflective school portfolio to the qualities of teachers' knowledge communities. The author makes the case that the development of a dynamic knowledge community among teachers is foundational to the successful reflective school portfolio-making experience.
Accommodating Individual Differences in the Design of Online Learning Environments: A Comparative Study
The purpose of this paper is to report the results of a comparative and descriptive study that examined the relationship and effects of incorporating students’ learning styles in the design of instruction and the outcome of students’ learning, including their attitude and satisfaction. The paper will first explain how the literature on learning styles was used to develop a list of assumptions about learning styles, and further how these assumptions were used to identify a learning style model.
Listening to teachers-listening to students: substantive conversations about resistance, empowerment and engagement
The article explores research regarding pedagogies of engagement that challenge traditional assumptions and understanding. Examinations of student engagements are identified through contesting and resisting voices of teachers and students. The author suggests empowerment and resistant pedagogy as tools for the attainment of social justice and academic achievement.
March 2008
All Recent Items
Multiculturalism & Diversity

Gender in teaching: a literature review
Have conceptual reforms (and one anti-reform) in preservice teacher education improved the education of multicultural, multilingual children and youth?
'Outsiders' and 'others': 'different' teachers teaching in culturally diverse classrooms

Professional Development

Does teachers' negotiation of personal cases in an interactive cyber forum contribute to their professional learning?
Enhancing and sustaining teacher professionalism in Pakistan
Experienced teachers' informal learning from classroom teaching
More than just a group: teacher collaboration and learning in the workplace

TE & Instruction

Illuminating qualities of knowledge communities in a portfolio-making context
Acquisition of Physics Content Knowledge and Scientific Inquiry Skills in a Robotics Summer Camp
Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School
On Teaching and Learning: Putting the Principles and Practices of Dialogue Education into Action

Research Methods

Terms of inquiry
The myth of the research-led teacher
Reflecting Socially on Social Issues in a Social Studies Methods Course

Mentoring & Supervision

Experienced teacher learning within the context of reciprocal peer coaching
I knew that she was watching me': the professional benefits of mentoring
Metacognitive monitoring: an obstacle and a key to effective teaching and learning
A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review
Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science
Factors influencing the willingness to mentor 1st-year faculty in physical education departments

TE Programs

Preparing practitioners to respond to resistance: a cross-professional view
Qualifying teacher work: everyday work as basis for the autonomy of the teaching profession
Retention and intention in teaching careers: will the new generation stay?
Teacher collaboration in the context of the Responsive Classroom approach

Preservice Students

Student-teachers' perspectives on positive and negative social processes in school
Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers

Teaching Assessment

Embracing Contraries: Combining Assistance and Assessment in New Teacher Induction

Technology & Computers

Supporting Social Studies Reading Comprehension with an Electronic Pop-up Dictionary
The Role of Teacher Questioning in Promoting Dialogic Literary Inquiry in Computer-Mediated Communication
Transformative Pathways: Inclusive Pedagogies in Teacher
Accommodating Individual Differences in the Design of Online Learning Environments: A Comparative Study
Impact of Problem-Based Learning (PBL) on Teachers’ Beliefs Regarding Technology Use
Premature closure and guided reinvention: a case study in a web-based learning environment
The advantages and disadvantages of using ICT as a mediating artefact in classrooms compared to alternative tools

Theories & Approaches

Listening to teachers-listening to students: substantive conversations about resistance, empowerment and engagement

March 2008
 
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