Mar. 24, 2013
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the new issue of The MOFET ITEC Portal newsletter with the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

The MOFETeach 2013 study tour ended last week with great success. Seven full days of traveling, lectures, discussions, and more came to an end with a certificate awarding ceremony. You are all invited to read about it in the MOFETeach tour blog.

Finally, we have launched a new video clip presenting the MOFET Institute and its activities. You can watch it on YouTube and please, feel free to share it with your colleagues.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

March 24, 2013 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
March 2013
Featured Items
Global Crises, Social Justice, and Teacher Education
In this article, the author argues for a broader understanding of globalization and its effects and point to some implications that this has for teachers and teacher educators. The author concludes with nine tasks in which critical analysis in education and teacher education must engage.
The Politics of Accountability and Teacher Preparation
This article examines the intensification and complexity associated with modern accountability systems in education. The article then focuses on the politics of accountability embedded within efforts of Pennsylvania Department of Education to redesign the accreditation process for teacher education programs in Pennsylvania. The Pennsylvania case illustrates some of the ways in which proponents of accountability-based reform have framed the issues and used formal authority to move their agenda forward. However, these policy makers disregard a variety of well-known negative consequences faced by Pennsylvania's public schools, as well as the nature of the proposed solutions. This case study points toward the need for greater openness and cooperation in the policy process.
The Involvement of the University Community in Tutorial Action: A Case Study
In this article, the authors examine the degree of effectiveness in the application of the tutorial action programme at the University of Alicante. The results demonstrated that the tutorial intervention has adapted to students in accordance with their training process, as they need different study techniques as well as different cognitive and attitudinal learning strategies depending on the degrees and on their own personality. The tutorial spaces also generated an atmosphere where reflection was permanently encouraged.
The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis
This study compares levels of self-reported academic engagement between female graduates of single-sex and coeducational private high schools using nationwide data on these students at the point of college entry. This study demonstrates that school gender remains a significant predictor of self-reported academic engagement when controlling for other school characteristics. The results reveal that women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations.
How Do Pre-service Teachers’ Reflective Processes Differ in relation to Different Contexts?
The study focuses on pre-service teachers’ reflection processes in four different contexts during their subject teaching practicum: (1) reflections on lessons, (2) pupil observation, (3) research reading, and (4) autobiographical context. The data consist of 53 pre-service teachers’ mathematics portfolios, from which the authors purposively selected three for closer scrutiny. According to the results, the breadth and depth of the pre-service teachers’ reflection processes greatly varied. Furthermore, the mathematics autobiographies revealed how the students had constructed their mathematics pasts and what they had learnt from their earlier experiences of teaching mathematics.
The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
This study explored the role of teacher education programs on the career paths of 38 Noyce scholarship recipients by using grounded theory. The 38 Noyce scholars completed teacher education programs across the United States. The study resulted in a model of the pathway to retention in high-need settings based on the scholars’ perceptions as reported in the interviews. The use of an inductive grounded theory approach indicated that teacher education played a role on the scholars’ career paths.
March 2013
All Recent Items
Multiculturalism & Diversity
The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis
A Call to Duty: Educational Policy and School Reform Addressing the Needs of Children From Military Families
Through a Glass Darkly: The Persistence of Race in Education Research & Scholarship

Professional Development

A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings
How Has Recent Curriculum Reform in China Influenced School-based Teacher Learning? An Ethnographic Study of Two Subject Departments in Shanghai, China

Teacher Education & Instruction

The Politics of Accountability and Teacher Preparation
Power Dynamics and Questioning in Elementary Science Classrooms
Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom
Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms
Reorienting Teaching Standards: Learning from Lesson Study

Research Methods

The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
Using a New Learning Environment Questionnaire for Reflection in Teacher Action Research
Opportunities and Challenges in Representing Narrative Inquiries Digitally

Mentoring & Supervision

Perspectives of New Trades Tutors: Boundary Crossing between Vocational Identities
The Involvement of the University Community in Tutorial Action: A Case Study

Special Education

Stone Soup: Using Co-teaching and Photovoice to Support Inclusive Education

Teacher Education Programs

Creating Expansive Learning Opportunities in Schools: The Role of School Leaders in Initial Teacher Education Partnerships
Everyday Life and Everyday Learning: The Ways in which Pre-service Teacher Education Curriculum Can Encourage Personal Dimensions of Teacher Identity

Preservice Students

Fostering Pre-service Teachers’ Self-Determined Environmental Motivation Through Green Chemistry Experiments
How Do Pre-service Teachers’ Reflective Processes Differ in relation to Different Contexts?
Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge
Scientific Evidence as Content Knowledge: A Replication Study with English and Turkish Pre-service Primary Teachers
Pre-service Biology Teachers’ Perceptions on the Instruction of Socio-scientific Issues in the Curriculum

Technology & Computers

The Theory of Planned Behavior (TPB) and Pre-service Teachers’ Technology Acceptance: A Validation Study Using Structural Equation Modeling

Theories & Approaches

An Alternative Research and Science Teacher Preparation Agenda for Urban Science Education: An Insider’s Call for a Focus on Success
Baccalaureate Expectations of Community College Students: Socio-Demographic, Motivational, and Contextual Influences
Incorporating Critical Thinking in the Pedagogical Content of a Teacher Education Programme: Does It Make A Difference?

Trends in Teacher Education

Global Crises, Social Justice, and Teacher Education
The Possibility of Cosmopolitan Learning: Reflecting on Future Directions for Diversity Teacher Education in Australia
March 2013
 
The newsletter contains references to all the new items added to the ITEC Portal.

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