May. 13, 2011
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The MOFET ITEC Portal resource list with some significant trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

Please notice we offer this Free of charge webinar (June 15, 2011): The Road to Excellence: Success Stories of Schools. Click here to sign up

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

May 13, 2011 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
May 2011
Featured Items
Preparing Early Childhood Educators for Global Education: The Implications of Prior Learning
This article investigates the prior learning of pre-service early childhood education students in the area of global education, a new curriculum initiative in Australian schools. 65 teacher education students entering the Bachelor of Early Childhood at the University of Western Sydney (UWS) responded to a survey on global education during their orientation programme. The results show that unlike primary and secondary teachers who describe university courses and specific content as reflecting global education; early childhood educators describe global education knowledge and perspectives as representing social processes related to working with young children.
Social Justice and School Linkages in Teacher Education Programmes
A socially just society is one in which all people are accorded equal worth and opportunity. It is a society incompatible with any form of prejudice or discrimination based on race, class, gender, sexual orientation, age, physical ability or any other factor .This article explores current research into the role of education in combating social injustice. The authors have reconfigured a number of the identified themes from these research papers into four groups of issues of which teacher education programmes must be cognisant if they wish to work towards social justice outcomes.
Promoting Professionalism in Infant Care: Lessons From a Yearlong Teacher Preparation Project
The goals of this study were two-folded: (1) to examine the effectiveness of student-led teacher research as a vehicle for strengthening preservice teachers' preparation to form relationships with the families of infants and toddlers and (2) to enhance preservice teachers' sense of professionalism and commitment to the field of early childhood education. Results suggested that the students experienced both personal and professional growth during the course of this teacher research project. Students reported gaining new insights about parent-provider relationships in infant care, strengthening interpersonal communication skills, and constructing a greater sense of professionalism, advocacy, and allegiance to the early childhood field.
Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module
The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module. A 3-step approach was used to identify the essential characteristics: (1) evidence produced in the classroom settings of the schools; (2) specific curriculum features of the ASMaT subject were taken into account; and (3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation. Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.
Teacher Education and the Choice to Enter the Teaching Profession: A Prospective Study
The purpose of this two-wave survey study was to test a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the relationship between teacher education and graduates’ choice on job entrance.
May 2011
All Recent Items
Professional Development
Teacher Identity Construction in School–University Partnerships: Discourse and Practice
From Isolation to Symphonic Harmony: Building a Professional Development Community among Teacher Educators
An Integrated Professional Development Model for Effective Teaching
Teacher Research as a Robust and Reflective Path to Professional Development
Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module

Teacher Education & Instruction

Effects of Video Interaction Guidance on Early Childhood Teachers
The Nature of Institutional Heteronormativity in Primary Schools and Practice-Based Responses
General, Special and … Inclusive: Refiguring Professional Identities in a Collaboratively Taught Classroom
Identified Phases in the Building and Maintaining of Positive Teacher–Student Relationships
Promoting Professionalism in Infant Care: Lessons From a Yearlong Teacher Preparation Project
Using the Reggio Exhibit to Enrich Teacher Candidates' Perceptions of How Children Construct and Represent Knowledge
A Study of Teacher-Mediated Enhancement of Students’ Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device
Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom
Engaging Students in Guided Science Inquiry Discussions: Elementary Teachers’ Oral Strategies
What is the Teacher Doing? What are the Students Doing? An Application of the Draw-a-Science-Teacher-Test
Teaching and Learning Science for Transformative, Aesthetic Experience

Teacher Education Programs

Social Justice and School Linkages in Teacher Education Programmes
Reflection Through Narrative: The Power of Narrative Inquiry in Early Childhood Teacher Education
Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards

Preservice Students

Integrating Collaborative PBL with Blended Learning to Explore Preservice Teachers’ Development of Online Learning Communities
Early Childhood Preservice Teachers' Constructions of Becoming an Intentional Teacher
The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers’ Emerging Inquiry-Based Science Practices
The Stories They’d Tell: Pre-Service Elementary Teachers Writing Stories to Demonstrate Physical Science Concepts

Beginning Teachers

Teacher Education and the Choice to Enter the Teaching Profession: A Prospective Study
Novice Teachers Learning through Participation in a Teacher Study Group
Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

Theories & Approaches

Preparing Early Childhood Educators for Global Education: The Implications of Prior Learning
Encountering the Philosopher as Teacher: The Pedagogical Postures of Emmanuel Levinas
May 2011
 
The newsletter contains references to all the new items added to the ITEC Portal.

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