Nov. 10, 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 February 2017, we invite you to join our international online seminar: Breaching Classroom Borders – Approaches and Tools. The rapid technological development in the last decade facilitates the integration of teaching and learning environments and tools into Seamless Learning outside of the classroom. During this online seminar, we shall present theoretical, research-based, and applied aspects of environments and tools that are prevalent in the field today.

For more details please click here. We are looking forward to seeing you and your colleagues among our students!

Wishing you interesting reading,

The MOFET Portal Team

November 10, 2016 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
November 2016
Featured Items
“We Were Told We’re Not Teachers … It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions
In this article, the authors explore how relationships between peer facilitators and students in a Peer-Assisted Study Sessions (PASS) program impacted on education students as independent learners. The findings reveal that PASS participants discussed experiences of the program, revealing tensions between what students and facilitators felt should happen in PASS, and how they acted differently. The authors conclude that they recognize the importance of training that focuses on facilitating student-centered sessions, which address study skills and deepen understanding of course material. Facilitators could be encouraged to work collegially in generating a range of activities that promote active learning for PASS participants.
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
In this study, the authors explore whether learning to analyze teaching in the context of Learning to Learn from Teaching (LLfT) course influenced secondary preservice teachers’ classroom instruction. The findings show that preservice teachers who systematically analyze teaching can also begin to enact practices to enable them to focus more closely on student thinking during instruction. In particular, they created space during instruction for student thinking to become visible and available for the class to consider, they attended to and took up noteworthy student ideas, and they pursued student ideas.Comparing the two cohorts, the authors observed that the preservice teachers who enrolled to the course, engaged in more student-centered practices compared with a cohort of candidates who did not participate in the course - making space for student thinking and pursuing student thinking.
Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching
The purpose of this case study was to document the development of a beginning elementary teacher identity for science teaching at the elementary school. In doing so, this study traces the experiences throughout her life in various contexts and examines how those impacted the development of her identity for science teaching. As revealed in the findings, the beginning teacher did not have a strong science identity as a young learner of science. She articulated no enthusiasm about science and was unable to share many critical experiences with science across her schooling years. A shift in her identity occurred when she went to university and gained an interest in science because she was provided with opportunities to think and do science in contemporary ways.
Preservice Teachers’ Connections of Pedagogical Knowledge to Mentoring At-Risk Adolescents: Benefits and Challenges
The purpose of this study was to examine preservice teachers’ connections of pedagogical knowledge to mentoring at-risk high school adolescents as an approach to enhance preservice teachers’ pedagogical understanding. Major findings generatedfive themes: (a) relationship building, (b) academic immediacy, (c) embracing a professional lens, (d) a student-centered pedagogical philosophy, and (e) self-efficacy.
Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context
In this article, the author explores how mentoring and role modeling may help facilitate the development of female students’ understanding and practice of leadership in secondary girls’ school contexts. The findings revealed a variety of mentoring relationships existed in the schools studied. It was found that female student leaders were reciprocally mentors and role models to other students, whilst also mentees of older women mentors. Both the influence of and the greater need for female role models were also found to be important in supporting the development of adolescent girls for leadership.
November 2016
All Recent Items
Instruction in Teacher Training
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices
Investigating Feedback on Practice Among Teachers: Coherence of Observed and Perceived Feedback
The Practical Difficulties for Early Educators Who Tried to Address Children’s Realities in Their High-Stakes Teaching Context
Framing Prospective Elementary Teachers’ Conceptions of Dissolving as a Ladder of Explanations

Research Methods

Journey to Ethnographic Research
Self-study of a Professional Organization in Pursuit of a Shared Enterprise
A Topography of Collaboration: Methodology, Identity and Community in Self-study of Practice Research

Mentoring & Supervision

Changes in Mentor Efficacy and Perceptions Following Participationin a Youth Mentoring Program
The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality
Protégé Growth Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience
Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context
The Influence of Student Teachers on the Perspectives of Early Childhood Cooperating Teachers Regarding Early Reading Instruction
Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review

Teacher Educators

Teacher Educators' Dispositions: Footnoting the Present with Stories from our Pasts
“Letting Go” vs. “Holding On”: Teacher Educators' Transformative Experiences with the Kite Syndrome

Preservice Teachers

Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training
Preservice Teachers’ Connections of Pedagogical Knowledge to Mentoring At-Risk Adolescents: Benefits and Challenges
Pre-service Teachers Undertaking Classroom Research: Developing Reflection and Enquiry Skills
Prospective Primary Teachers' Beliefs about Mathematics

Beginning Teachers

Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching
Keeping an Eye on Learning: Differences Between Expert and Novice Teachers’ Representations of Classroom Management Events

Assessment & Evaluation

“We Were Told We’re Not Teachers … It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions
Student Teaching Feedback and Evaluation: Results From a Seven-State Survey

Theories & Approaches

Going URB@N: Exploring the Impact of Undergraduate Students as Pedagogic Researchers
Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas
The Challenge and Promise of Complexity Theory for Teacher Education Research
Does College Teach Critical Thinking? A Meta-Analysis
Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice

Trends in Teacher Education

The Practical Turn in Teacher Education: Designing a Preparation Sequence for Core Practice Frames
November 2016
 
The newsletter contains references to all the new items added to the ITEC Portal.

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