May. 09, 2016
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending the monthly newsletter of the International Portal of Teacher Education, containing the latest articles on teacher education, pedagogy, and instruction that have been published in academic journals. 

On Wednesday, May 18, we invite you to participate in the webinar "Reading in the Digital Era" by Prof. Yoram Eshet

Recent years have witnessed the dramatic expansion of digital reading technologies alongside a shift to the use of digital media such as e-book readers and tablet computers for learning purposes in schools and academia alike. This shift prompts a wide range of questions pertaining to the similarities and differences between these two reading modes: the traditional reading mode from print and the new reading mode from digital displays. During the meeting, Prof. Eshet will discuss the cognitive and ergonomic challenges that these two modes pose to learners, present an overview of our knowledge regarding the differences between print and digital reading, and foreground the pivotal role of self-regulation and learning strategies in effective digital reading. 

As usual registration is free of charge, click here for details.

Wishing you interesting and enjoyable reading,

The MOFET Portal Team

May 9, 2016 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
May 2016
Featured Items
Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model
The aim of this study was to identify the factors that help preservice early childhood teachers benefit most from an empirically tested conceptual change orientated instructional intervention. Results suggest that use of metacognitive strategies facilitated preservice teachers’ use of deep-level cognitive strategies, which in turn promoted their scientific conceptual understandings of the cause of the moon phases. Overall, results provided evidence for the predictive ability of the hypothesized model of intentional conceptual change in explaining the change in conceptual understandings of the cause of the moon phases.
Using iPads as a Learning Tool in Cross-Curricular Collaborative Initial Teacher Education
This paper reports on a pilot study developed to support collaborative working between the English and science pre-service teachers, working together to produce an e-book based around a field trip to the seashore. The participants used mobile technologies to extend their interactions outside the classroom, using iPads in authentic, fieldwork situations. In conclusion, this pilot study has prepared the ground for a larger, international collaboration on the use of mobile technology in initial teacher education and the authors invite those interested in such a study to contact them.
Looking Back on Experienced Teachers’ Reflections: How Did Pre-service School Practice Support the Development of Self-efficacy?
This study investigates how Estonian teachers with more than 25 years of professional experience recall and describe their pre-service teaching practice experience. This study indicates that supportive professional communication is essential for developing self-efficacy. The majority of the interviewees emphasised, either explicitly or implicitly, the importance of cooperation between student teachers and supervisors in the form of discussion and feedback. Both positive and negative experiences during their school practice contributed towards meaningful experiences becoming the catalyst of self-reflection. Many participants seemed to have experienced at least one particular feature in common, such as low perception of a sense of community within the school.
Pre-service Teachers’ Beliefs and Knowledge about Multiculturalism
The purpose of this study was to examine the effectiveness of a multicultural education course and its efforts to provide pre-service teachers with knowledge about and experience with issues related to diversity and multicultural education. In particular, this study sought to compare pre-service teachers’ entry and exit point knowledge in a multicultural education course. The findings suggest that pre-service teachers’ understanding of issues related to multicultural education increased significantly after taking a course in multicultural education.The data provide evidence that these pre-service teachers’ beliefs about their preparedness to teach minority students had evolved. They felt more confident, enthusiastic and optimistic about teaching children from diverse backgrounds after taking this multicultural education course.
Effect of Faculty Member’s Use of Twitter as Informal Professional Development During a Preservice Teacher Internship
The purpose of this study was to identify preservice teachers’ attitudes regarding Twitter as an informal professional development tool during their internships. The results reveal that preservice teachers who followed a Twitter account as an informal professional development medium during internship viewed the experience as helpful, particularly with respect to learning about new classroom resources, classroom strategies, and classroom technologies.
May 2016
All Recent Items
Multiculturalism & Diversity
Behind the Scenes of a Unique Initiative for the Program, 'Preparing former Ethiopians for Teaching'

Professional Development

Distinguishing Models of Professional Development: The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement
The Effects of a Short-term Professional Development Program on Physical Education Teachers’ Behaviour and Students’ Engagement in Learning

Instruction in Teacher Training

Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore
Looking Back on Experienced Teachers’ Reflections: How Did Pre-service School Practice Support the Development of Self-efficacy?
Changing Pre-service Mathematics Teachers’ Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models
The Use of Case-Based Learning in the Development of Student Teachers’ Levels of Moral Reasoning
It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction
Counter-Intuitive Findings from Teacher Education Accreditation Council’s Surveys of Candidates and Faculty about Candidate Knowledge and Skill

Mentoring & Supervision

Perceptions of the Roles and Responsibilities of Elementary School Mathematics Coaches

Teacher Educators

Supporting the Professional Development of Teacher Educators in a Productive Way
Effect of Faculty Member’s Use of Twitter as Informal Professional Development During a Preservice Teacher Internship
A Difficult Realisation: The Proletarianisation of Higher Education-Based Teacher Educators

Preservice Teachers

Secondary Preservice Teachers’ Development of Teaching Scientific Writing
Pre-service Teachers’ Beliefs and Knowledge about Multiculturalism
Preservice Teachers’ Perceptions of Teacher Leadership: Is it about Compliance or Understanding?
The Quality of Pre-service Science Teachers’ Argumentation: Influence of Content Knowledge
Student Performance in Teacher Education in Norway: The Impact of Student, Institutional and Structural Factors

Beginning Teachers

Investigating Advanced Professional Learning of Early Career and Experienced Teachers through Program Portfolios

Assessment & Evaluation

Teacher Value Added as a Measure of Program Quality: Interpret With Caution

ICT & Teaching

Using iPads as a Learning Tool in Cross-Curricular Collaborative Initial Teacher Education

Theories & Approaches

Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model
Changing Professional Discourses in Teacher Education Policy Back towards a Training Paradigm: A Comparative Study
Teaching for Diversity: A Literature Overview and an Analysis of the Curriculum of a Teacher Training College
A New Perspective on Preservice Teachers’ Video-Aided Reflection
Getting a Grip on the Classroom: From Psychological to Phenomenological Curriculum Development in Teacher Education Programs
Social Studies as a Means for the Preparation of Teachers: A Look Back at the Foundations of Social Foundations Courses

Trends in Teacher Education

A Narrative of Teacher Education in Canada: Multiculturalism, Technology, Bridging Theory and Practice
Transforming Teacher Education, An Activity Theory Analysis
Toward Reconstructing the Narrative of Teacher Education: A Rhetorical Analysis of Preparing Teachers
May 2016
 
The newsletter contains references to all the new items added to the ITEC Portal.

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

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