Nov. 25, 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 training, pedagogy, and instruction.

The MOFET Institute is celebrating its 30th anniversary this year. The Institute was established in 1983 by the Department of Teacher Education in the Israeli Ministry of Education, with the aim of setting up an institute whose main pursuits would be research, writing and professional development in teacher education. 

Events taking place during this 30th anniversary year will be dedicated to focusing on contexts of teacher education as well as considering future challenges facing the training and education systems.

Wishing you interesting reading,

The MOFET Portal Team

November 25, 2013 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
November 2013
Featured Items
Pre-Service Teachers’ Perceptions of the Benefits of Peer Review
This article presents an example of the use of peer review in teacher education. The participants were 60 pre-service secondary school teachers enrolled at the Melbourne campus of the Australian Catholic University. This study has shown that peer review has the potential to improve skills and pedagogical techniques for the classroom of future teachers. In addition, the participants in this study tended to view feedback from the peer review in a positive light even in situations where they found the feedback to be strongly critical of their work.
A Self-Study of the Teaching of Action Research in a University Context
This article reports a self-study of the experiences of a teacher educator who has developed and taught a university-based action research course. The author adopted self-study as the methodology, using qualitative data collection methods. The article describes three themes which emerged during the action research: 1) Teacher culture clashes with the research world, 2) Teachers’ assumptions about teaching and learning and 3) Action research, domesticated by traditional research.
The Professional Agency of Teacher Educators amid Academic Discourses
This article examines how teacher educators exercise professional agency in negotiating their teacher and researcher identities. This paper also examines how professional agency is manifested in their local work contexts at individual level, at work-community level and at organisational levels. The study is based on a sociocultural approach, and it seeks to conceptualise the interplay between individual actors and the social context. The main finding was that that teacher educators manifested a strong sense of agency when describing their work as teachers. However, the construction of their researcher identity was subjugated, complex and characterised by a lack of resources. The accounts reflected a lack of agency, with minor resources for identity construction or for working as a researcher.
The Confidence to Teach English Language Learners: Exploring Coursework's Role in Developing Preservice Teachers’ Efficacy
This article examines the organization of endorsement curricula to increase preservice teachers’ confidence in their ability to teach English Language Learners (ELLs). Specifically, the authors were interested to determine what methods of instruction were most effective in increasing preservice teachers’ sense of self-efficacy in teaching ELLs. This study showed that allowing preservice teachers to engage and collaborate actively in the endorsement content with others is a very effective method of instruction in order to improve their confidence in teaching ELLs. The preservice teachers in this study believed that they could teach ELL students and that the information that they learned and the instructional methods advocated in the content were integrative and helpful for all student learning and development.
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
This article examines the effectiveness of teacher education programs from fifteen countries with respect to mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as cognitive outcomes after equalizing their teacher intake. Data from the comparative TEDS-M study revealed that the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of primary teachers differed significantly at the end of teacher education between the participating countries and between teacher education programs within countries.
Non-Authoritative Approach to Supervision of Student Teachers: Cooperating Teachers’ Conceptual Metaphors
This study was aimed to examine how cooperating teachers engaged in the supervision of student teachers conceptualised mentorship. This study also examined how cooperating teachers cognitively framed and gave meaning to their supervising role and work. Twenty distinct metaphorical concepts were found in the data. These 20 metaphors demonstrated three categories that indicated relationship issues between the cooperating teacher and the student: ‘interpersonal relationship’, ‘power sharing’ and ‘tension and conflict’. All of the metaphors found in this study centre on the concept of horizontal mentoring relationships that engender a balance of power.
November 2013
All Recent Items
Multiculturalism & Diversity
Talking Back: Teaching and Learning through Autobiographies in Multicultural Education

Professional Development

Safety, Celebration, and Risk: Educator Responses to LGBTQ Professional Development

Teacher Education & Instruction

Photography for Teacher Preparation in Literacy: Innovations in Instruction
The Confidence to Teach English Language Learners: Exploring Coursework's Role in Developing Preservice Teachers’ Efficacy
Mind the Gap. Combining Theory and Practice in a Field Experience
Trauma Narratives and Nomos in Teacher Education
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
Teaching in the Borderland: Critical Practices in Foundations Courses
Community-Based Field Experiences in Teacher Education: Possibilities for a Pedagogical Third Space
Classroom Behaviour Management Content in Australian Undergraduate Primary Teaching Programmes
Learning To Be A Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?
Reflective Journals: Making Constructive Use of the “Apprenticeship of Observation” in Preservice Teacher Education

Research Methods

A Self-Study of the Teaching of Action Research in a University Context

Mentoring & Supervision

Non-Authoritative Approach to Supervision of Student Teachers: Cooperating Teachers’ Conceptual Metaphors
The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers

Teacher Educators

The Professional Agency of Teacher Educators amid Academic Discourses
Toward Transparency: Competing Discourses of Teacher Educators and Teachers

Preservice Students

Primary Teacher Trainee Perspectives on a Male-Only Support Group: Moving Male Trainee Teachers beyond the ‘Freak Show’
Pre-Service Teachers’ Perceptions of the Benefits of Peer Review

Beginning Teachers

Coping, Confidence and Alienation: The Early Experience of Trainee Teachers in English Further Education

Technology & Computers

Implementing A Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers
Examining the Impact of Educational Technology Courses on Pre-Service Teachers’ Development of Technological Pedagogical Content Knowledge

Theories & Approaches

Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
Teacher Education Reform in Scotland: National and Global Influences

Trends in Teacher Education

In Fits and Starts: Learning to Create A Neighborhood Educational Opportunity Zone
November 2013
 
The newsletter contains references to all the new items added to the ITEC Portal.

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