Mar. 08, 2009
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

The current bulletin represents the latest articles (including ones published in 2009), published in academic journals that focus on teacher education, pedagogy and instruction.

Today the world marks International Women's Day. Two thirds of the 960 million adults in the world who cannot read are women; and girls account for 57 percent of the 77 million children who are not attending school.

We join the United Nations' call to reduce the gaps with regard to issues of education and training of young girls and women, and aspire to gender equality globally.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

March 8, 2009 International Portal of Teacher Education
March 2009
Featured Items
Teacher Educators Working on Their Own Professional Development: Goals, Activities and Outcomes of A Project for The Professional Development of Teacher Educators
This paper reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards-based procedure of (self-)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In the research, the authors used 25 completed portfolio’s made by teacher educators participating in the standards-based procedure of (self-)assessment and professional development.
Teacher Induction across the Pacific: A Comparative Study of Canada and Japan
The article compares and evaluates teacher induction in Canada and Japan, following an overview of each educational system and an assessment of higher education in each region. Based on the author's personal teaching experience and research, suggestions for educational reforms are made to enhance the role of teachers.
I Felt So Guilty: Emotions and Subjectivity in School-Based Teacher Education
This article reports findings from a study focused on the emotional dimension of the practicum for school-based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post-structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames.
Contradictions and Tensions in the Place of Teachers in Educational Reform: Reflections on Teacher Preparation in the USA and Namibia
This article examines recent education and teacher education reforms in the USA and Namibia. It analyzes two tensions that have been a central part of debates about teacher quality and teacher education in many parts of the world: whether we should prepare teachers as technicians or as reflective practitioners. Furthermore, the article examines whether we should prepare teachers for teacher-centered or learner-centered instruction.
Preach What You Teach! Teacher Educators and Congruent Teaching
In this paper, the authors describe a small in-depth study, in which they attempted to establish whether teacher educators begin to teach more congruently when supported, and the factors influencing the occurrence or nonoccurrence of such congruent teaching. To do so, the authors organized a workshop on the subject. The authors found that a particularly important aspect of congruent teaching, i.e. the teacher educators’ ability to link their own teaching to theory, had improved.
Teacher Reflection: The Development of A Typology
In this paper, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. Furthermore, a typology of six reflection possibilities is produced. Empirical support for this typology was gathered via interviews with 11 experienced secondary school teachers.
March 2009
All Recent Items
Professional Development

Teacher Educators Working on Their Own Professional Development: Goals, Activities and Outcomes of A Project for The Professional Development of Teacher Educators

TE & Instruction

Imagining A Different Life in School: Educating Student Teachers about 'Looked After' Children and Young People
Citizenship Education in England and Wales: Theoretical Critique and Practical Considerations
I Felt So Guilty: Emotions and Subjectivity in School-Based Teacher Education
Are We Preparing Young People for 21st -Century Citizenship With 20th-Century Thinking? A Case for a Virtual Laboratory of Democracy
Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis

Teacher Educators

Preach What You Teach! Teacher Educators and Congruent Teaching

TE Programs

Contradictions and Tensions in the Place of Teachers in Educational Reform: Reflections on Teacher Preparation in the USA and Namibia
Instrumentalism and Teacher Education in the United States: An Analysis of Two National Reports
101 Damnations: The Persistence of Criticism and The Absence of Evidence about Teacher Education in Australia
Knowledge Management, Sustainable Innovation, and Pre-Service Teacher Education in Singapore
Alternate Routes in Initial Teacher Education: A Critical Review of the Research and Policy Implications for Hong Kong
Reform of Teacher Education in China
Early Childhood Teacher Education in China
English Education and Teacher Education in South Korea
Development of Primary English Education and Teacher Training in Korea
Educational Reform and Teacher Education in Vietnam

Preservice Students

Student Teachers' Perceptions of Their Mentors as Internal Triggers for Learning

Theories & Approaches

Teacher Reflection: The Development of A Typology
Defining the Political Ontology of the Classroom: Toward A Multitudinous Education
Teacher Education in A Global Context: Towards A Defensible Theory of Teacher Education
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions
Social Comparison in the Classroom: A Review
The Effect of Family Literacy Interventions on Children's Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review
Parent Involvement in Homework: A Research Synthesis

TE - General Trends

Negotiating the Dilemmas of Community-Based Learning in Teacher Education
Teacher Induction across the Pacific: A Comparative Study of Canada and Japan

March 2009
 
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