May. 29, 2013
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The International Portal of Teacher Education resource list, focusing on teacher education, pedagogy, instruction, and the professional development of teachers.

Registration is now open for The Online Academy for the Professional Development of Teachers and Teacher Educators. Next semester commences in October 2013. Save your spot in one of our various courses for the improvement and development of your teaching skills!

Wishing you interesting and enjoyable reading,

The MOFET Portal Team

May 29, 2013 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
May 2013
Featured Items
Professional Development for Teacher Educators: Conflicts between Critical Reflection and Instructional-Based Strategies
The authors examine a professional development book club for teacher educators. The authors focused on understanding how teacher educators, participating in a professional development book club on English-language learners) ELL), explored their beliefs about language diversity and developed an awareness of how to best prepare future teachers for culturally and linguistically diverse schools. The authors found several overarching themes: the centrality of lived experiences, tensions within pedagogy development; and experiencing internal conflict throughout the process.
New-Teacher Induction 2.0
The researcher was interested to evaluate the design, implementation and effectiveness of incorporating an online learning community as part of a new-teacher induction program. The researcher focused on the conceptual framework and receptiveness of the implementation of the framework in a new-teacher induction program. The participants in the online learning community were new teachers entering as full-time employees, and contributors (administrators, veteran teachers, and professors from school of education). Data revealed positive results for new-teacher induction online learning community.
The Net Generation as Preservice Teachers: Transferring Familiarity with New Technologies to Educational Environments
This research explored the ways that preservice teachers today (a) use Web 2.0 and other new technologies in their daily lives and in their learning experiences and (b) create online content informally and formally while learning to use new technologies in their teaching and producing teaching materials for students using new technologies. The findings reveal that preservice teachers were highly aware of new technologies and not only adopted them for personal use, but also adapted them in certain educational contexts for group projects or communication. However, this group of preservice teachers applied their knowledge of digital technologies for assignment and group work but not for classroom activities and assignments that were instructor directed.
Promoting Teacher and School Development through Co-enquiry: Developing Interactive Whiteboard use in a ‘Dialogic Classroom’
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.
Intersecting Identities: Mentoring Contributions and Challenges for Black Faculty Mentoring
The author explores how Black faculty mentors make meaning of their engagement with Black undergraduates at an elite US university, while also discussing impediments to establishing mutually beneficial relationships between faculty and undergraduates. The findings suggest that Black faculty at an elite research-intensive institution approached the role of mentor to Black undergraduates in different ways, according to faculty rank, age and gender. The author concludes that even under the constraints of the current system of promotion and tenure, deans and senior faculty can demonstrate the importance of mentoring undergraduate students.
May 2013
All Recent Items
Professional Development
Reducing Discrepancies between Teachers’ Espoused Theories and Theories-In-Use: An Action Research Model of Reflective Professional Development
Professional Development That Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence
Contribution of Professional Development to Standards Implementation

Teacher Education & Instruction

Promoting Teacher and School Development through Co-enquiry: Developing Interactive Whiteboard use in a ‘Dialogic Classroom’
Reconceiving with Action Research: Working within and across Communities of Practice in a University/Community College Collaborative Venture
“The Changers and the Changed”: Preparing Early Childhood Teachers to Work With Lesbian, Gay, Bisexual, and Transgender Families
Developing Teachers' Classroom Interactions: A Description of a Video Review Process for Early Childhood Education Students
An Examination of Preservice Partnerships During a Reading Methods Course: Do They Increase Perceptions of Ability?

Research Methods

Narratives and Activity Theory as Reflective Tools in Action Research
Riding the Wave: Student Researcher Reflection on the Action Research Process

Mentoring & Supervision

Intersecting Identities: Mentoring Contributions and Challenges for Black Faculty Mentoring

Teacher Educators

Professional Development for Teacher Educators: Conflicts between Critical Reflection and Instructional-Based Strategies

Teacher Education Programs

Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education

Preservice Students

Through Firewalls and Beyond: A Focus on What Pre-service Teachers Learned in an Online Book Club
Reflecting on Field Studies in Teacher Education: Experiences of Student Teachers in Sweden
Modeling the Interrelationships among Pre-service Science Teachers’ Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs regarding Teaching Evolution
Changes in Belief Orientations of Preservice Teachers and Their Relation to Inquiry Activities

Beginning Teachers

Preparing Freshmen Teacher Candidates for Academia, Self-Regulation and Teaching: Effects of an Intervention Program
Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns
New-Teacher Induction 2.0
Engaging with Research through Practitioner Enquiry: The Perceptions of Beginning Teachers on a Postgraduate Initial Teacher Education Programme

Technology & Computers

The Net Generation as Preservice Teachers: Transferring Familiarity with New Technologies to Educational Environments
Does Clicker Technology Improve Student Learning?
Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection
A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration

Theories & Approaches

The Field of Knowledge and the Policy Field in Education: PISA and the Production of Knowledge for Policy
The Hard Work of Interpretation: the national politics of PISA reception in Hungary and Romania
What PISA Knows and Can Do: Studying the Role of National Actors in the Making of PISA
Going beyond the ‘PISA Shock’ Discourse: An Analysis of the Cognitive Reception of PISA in Six European Countries, 2001‑2008
Knowledge Orientations of Prospective Early Childhood Teachers: A Study of Students' Scientific Versus Subjective Orientations in Teacher Education Courses in Germany
May 2013
 
The newsletter contains references to all the new items added to the ITEC Portal.

MOFET ITEC Portal website: http://itec.macam.ac.il/portal/

To unsubscribe from the MOFET ITEC Portal mailing list please click here.

If you are having trouble reading this newsletter it is also available at: http://itec.macam.ac.il/portal/NewsletterArchive.aspx.