Nov. 10, 2009
Dear subscriber, 
MOFET ITEC Portal Newsletter

We are delighted to be sending you another edition of the MOFET ITEC Portal update with a selection of the latest articles and significant trends published in academic journals focusing on teacher education, pedagogy and instruction.

We would like to draw your attention to the new MOFET ITEC Twitter page which will keep you abreast of everything pertaining to teacher education throughout the world.

Through Twitter, we hope to create an informal arena in which teacher educators, researchers, and educators can engage in a fruitful dialog. Please feel free to join our followers on Twitter.

As always, we welcome your comments and insights.

The MOFET ITEC Portal Team

November 10, 2009 International Portal of Teacher Education
November 2009
Featured Items
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
The purpose of this article is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research to support leaders’ understanding of facilitation of mathematics professional development: sociomathematical norms and practices for orchestrating productive discussion. They describe the use of these frameworks in their work and argue for a third framework—the mathematical knowledge for teaching. 24 NW leaders and 12 SW leaders participated in the seminars developed by the authors.
Voices Less Silenced: What Do Veteran Teachers Value in School–University Partnerships and Initial Teacher Preparation?
The purpose of this article is to describe how veteran teachers understand and experience the development of a Professional Development School (PDS) partnership. Furthermore, it describes how they participate in initial teacher preparation program reform. The author presents a case, which examines the voices and participation of veteran teachers in developing a PDS in depth. Evidence from this study demonstrated significant findings about what veteran teachers valued in initial teacher preparation in this particular case: character, structure, and multiple forms of collaboration.
Grappling with Classroom Management: The Orientations of Preservice Teachers and Impact of Student Teaching
This study examined the beliefs about classroom management that preservice teachers developed during their university coursework. It also examined whether those beliefs changed as a result of their student teaching experiences. 71 preservice teachers participated in the study. Results indicated preservice teachers demonstrated inconsistent beliefs with regard to philosophies of classroom management developed as part of university coursework.
Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning
Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of this study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education.
Engaging with Faculty to Develop, Implement, and Pilot Electronic Performance Assessments of Student Teachers Using Mobile Devices
This paper discusses the development and implementation of a technology-supportedstudent teacher performance assessment that supports integration with a larger electronic assessment system. Of the 20 supervisors who were invited to the field test, 18 completed the survey and 8 participated in the focus group. Supervisors were overwhelmingly positive about the experience, the value of the updated assessments, and the ongoing plans to support field observations with mobile technologies. However, issues related to training, support, and trust loom largely for successful adoption, diffusion, and successful use of technology-supported assessments.
An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning
The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. The purpose of this article is to describe how social and educational psychology has contributed to educational practice.
November 2009
All Recent Items
Multiculturalism & Diversity
The Influence of University Coursework on Pre-service Middle and High School Teachers’ Experiences with Multicultural Themes
A Bridge to Developing Efficacious Science Teachers of All Students: Community-Based Service-Learning Supplemented with Explicit Discussions and Activities about Diversity

Professional Development

Increasing Parent Involvement Knowledge and Strategies at the Preservice Level: The Power in Using A Systematic Professional Development Approach
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development

TE & Instruction

Assessing Levels of Student Understanding in Pre-Service Teachers Using A Two-Cycle SOLO Model
Cutting Your Losses: Could Best-Practice Pedagogy Involve Acknowledging that Even Robust Hope May Be Vain?
Grappling with Classroom Management: The Orientations of Preservice Teachers and Impact of Student Teaching
The Translation of Teachers’ Understanding of Gifted Students Into Instructional Strategies for Teaching Science
Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education
Meeting the Needs of High School Science Teachers in English Language Learner Instruction
Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers
Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development
Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment
Teacher Questioning to Elicit Students’ Mathematical Thinking in Elementary School Classrooms

Research Methods

A Critical History of Research Assessment in the United Kingdom and Its Post-1992 Impact on Education
Research Capacity Building in Teacher Education: Scottish Collaborative Approaches
Harnessing the Slipstream: Building Educational Research Capacity in Northern Ireland. Size Matters

TE Programs

Cross-Cultural Immersion in China: Preparing Pre-Service Elementary Teachers to Work with Diverse Student Populations in the United States
In-Service Early Childhood Teachers Reflect on Their Teacher Training Program: Reconceptualizing the Case of Cyprus
Teacher Training for Early Childhood Development and Education in Kenya
Teacher Qualification and Instructional Delivery Modes at the Preschool Level in Nigeria
Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education
Kindergarten Teachers' Professional Training and Their Social Status in Korea
Teacher Education Programs in Jordan: A Reform Plan
Teacher Education in Pakistan: Analysis of Planning Issues in Early Childhood Education
Early Intervention Practice and Research in Ontario, Canada: Listening to the Field
Transversal Training within Secondary Teachers' Training in the Face of Current Reforms in France
Transformational Experiences and Deep Learning: The Impact of An Intercultural Study Visit to India on UK Initial Teacher Education Students

Preservice Students

Attitudes and Concerns of Pre-Service Teachers Regarding Inclusion of Students with Disabilities into Regular Schools in Pune, India

Teaching Assessment

Lost in Translation: Using Video Annotation Software to Examine How A Clinical Supervisor Interprets and Applies A State-Mandated Teacher Assessment Instrument
Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning
Promoting The Scholarship of Teaching through Reflective E-Portfolios in Teacher Education

Technology & Computers

Engaging with Faculty to Develop, Implement, and Pilot Electronic Performance Assessments of Student Teachers Using Mobile Devices

Theories & Approaches

An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning
The wicked and Complex in Education: Developing A Transdisciplinary Perspective for Policy Formulation, Implementation and Professional Practice

TE - General Trends

Voices Less Silenced: What Do Veteran Teachers Value in School–University Partnerships and Initial Teacher Preparation?
The Appropriateness of Teacher Self-Disclosure: A Comparative Study of China and the USA
Initial Teacher Education in The Panopticon
November 2009
 
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