Nov. 14, 2017
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber

We are delighted to be sending you another issue of The International Portal of Teacher Education monthly newsletter.

As usual, the current issue presents significant articles published in academic journals focusing on teacher education, pedagogy, instruction, and the professional development of teachers.

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Wishing you an interesting reading,

The MOFET Portal Team

November 14, 2017 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
November 2017
Featured Items
The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable are the Accountants?
This article describes OECD ideological and policy changes that form the background for PISA. Furthermore, the author focuses on the OECD’s governance mechanisms and the obstacles it presents to public scrutiny. The author argues that the pursuit of market mechanisms posed both educational and political problems on the OECD's accountability regime. He argues that in order to redress the asymmetries between strong influence and weak democratic control will require profound advances in the organization of the global public sphere. He proposes to broaden the global educational discourse, in which the accountability narrative is complemented by narratives of local institutional learning, educational tradition, democratic participation, and cultural diversity.
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development
This study aimed to explore the pedagogical conditions that supported teacher candidates’ learning about assessment. This study revealed four pedagogical constructs that teacher candidates perceived as effectively supporting their learning. These constructs were (a) perspective-building conversations, (b) praxis: connecting theory to practice, (c) modeling: practice what you preach, and (d) critical reflection and planning for learning. These pedagogies constitute a basis for articulating the ‘‘how’’ of assessment education. Each of these constructs served to connect assessment theory, practice, and philosophy together to support a multifaceted understanding of assessment in education.
Undergraduate Research Mentoring: Obstacles and Opportunities
This article describes the present gap between aspiration and effective execution of well-mentored undergraduate research, scholarship, and creative work (URSCW), including the most prevalent obstacles (e.g. institutional, departmental, individual) to undergraduate mentoring. The authors conclude that this research shows that the experience, which students engaged in URSCW, has the potential to provide deep and lasting high-impact learning. This potential can only be fully realized when the institutions commit to the belief that high-quality mentoring matters, for students, faculty, and their institutions.
Preparing Teachers for Professional Learning: Is There a Future for Teacher Education in New Teacher Induction?
In this article, the authors explore which factors support or constrain professional learning during initial years of teaching. The findings reveal that novice teachers generally experienced a positive welcome into their schools and the support of well-meaning colleagues. The majority of the new teachers perceive their initial induction to be useful and, in particular, they credit mentoring with assisting their transition into teaching. The authors conclude that providing opportunities for the new teacher to observe other teachers and to be observed by a mentor emerged as central tasks of learning to teach for these new teachers.
Finnish Student Teachers’ Perceptions on the Role of Purpose in Teaching
In this article, the authors examined the various purposes that Finnish student teachers of different subjects have in teaching. The findings revealed that four purpose profiles were identified among participants: Purposeful, Dabblers, Dreamers, and Disengaged.The majority of participants can be profiled as dabblers. The authors found that the student teachers of religious education most often demonstrated a purposeful profile, while student teachers of mathematics and science were mostly profiled as disengaged. The authors conclude that the moral nature of teaching calls for purposeful teachers for schools worldwide.
November 2017
All Recent Items
Multiculturalism & Diversity
Sexualities of Initial Teacher Education Applicants in the Republic of Ireland: Addressing the Hidden Dimension of Diversity in Teaching
Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

Professional Development

Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks
Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia

Instruction in Teacher Training

Making Connections: Lessons on the Use of Video in Pre-service Teacher Education
Investigating the Improvement of Prospective Elementary Teachers’ Number Sense in Reasoning about Fraction Magnitude

Mentoring & Supervision

Undergraduate Research Mentoring: Obstacles and Opportunities

Teacher Educators

Fostering Teacher Educators’ Professional Development in Research and in Supervising Student Teachers’ Research

Teacher Education Programs

Impact of Short-term Study Abroad Program: Inservice Teachers' Development of Intercultural Competence and Pedagogical Beliefs

Preservice Teachers

Inclusive Education in Pre-schools: Predictors of Pre-service Teacher Attitudes in Australia
Irish Student Teachers’ Levels of Moral Reasoning: Context, Comparisons, and Contributing Influences
Finnish Student Teachers’ Perceptions on the Role of Purpose in Teaching

Beginning Teachers

Shifting from Stories to Live By to Stories to Leave By: Early Career Teacher Attrition
Preparing Teachers for Professional Learning: Is There a Future for Teacher Education in New Teacher Induction?

Assessment & Evaluation

Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development

ICT & Teaching

Teaching to Teach (With) Game Design: Game Design and Learning Workshops for Preservice Teachers
What They Notice in Video: A Study of Prospective Secondary Mathematics Teachers Learning to Teach
Teacher Beliefs and Their Influence on Technology Use: A Case Study

Theories & Approaches

“I Want to Listen to My Students’ Lives”: Developing an Ecological Perspective in Learning to Teach

Trends in Teacher Education

The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable are the Accountants?
November 2017
 
The newsletter contains references to all the new items added to the ITEC Portal.

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