Nov. 29, 2012
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the new issue of The MOFET ITEC Portal newsletter with the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.
 
MOFETeach 2013 – Education, Innovation, & ICT: between March 11-18, we offer a special study tour in Israel for teachers, policy makers & administrators. One day of the tour (March 17th) will be dedicated to a Mini-Conference. For more information and registration please click here.

As always, for more teacher education updates, news and information about our free webinars, online academy and growing international activities, please visit MOFET International website.
 
Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

November 29, 2012 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
November 2012
Featured Items
Promoting Teacher Reflection: What Is Said To Be Done
This study explores what is advocated and disseminated as reflection about teaching to teachers in professional development journals. The authors conducted a discourse analysis of 122 articles that dealt with teacher reflection. These texts were published in two popular educational journals in Spain: Notes on Pedagogy and Educational Innovation Journal. The authors found four biases in what is conveyed to teachers about reflection.
Technology Use in Middle-Grades Teacher Preparation Programs
This study aimed to explore the ways in which teacher-education programs help teachers to embrace and critique technology, and literacies they engender, in teaching reading at the middle-school level. The findings reveal that that the middle-grades teacher-education programs encouraged the use of a range of technology tools, from traditional through information/communication to multimedia applications. However, many of the multimodal texts and media that preservice teachers were exposed to or explored for classroom use in teacher-education programs were older-generation applications.
Knowledge, Skills, and Attitudes of Preservice and Inservice Teachers in Educational Measurement
The goal of this study is to examine differences between preservice and inservice teachers’ knowledge of, perceived skills in, and attitudes toward educational measurement. The participants in this study were 279 preservice teachers and 233 inservice teachers teaching grades 5 to 10 in Oman. Results showed that inservice teachers demonstrated a lower level of knowledge, a higher level of perceived skilfulness, and a more favourable attitude toward educational measurement than preservice teachers.
‘You’ve Either Got [It] Or You Haven’t’ – Conflicted Supervision of Preservice Teachers
This article presents a case study from a larger research study which examined teachers’ experiences as supervisors of preservice teachers. This case study focuses on the experiences of two female supervisors, Kathy and Sally. The findings reveal that three contextual factors are significant to the supervisors' stories: the mature age of the preservice teachers; the preferred collegial practice of the supervising teachers; and the professional recognition they had been afforded by the school.
Key Pedagogical Principles and Their Major Obstacles as Perceived by Comprehensive School Teachers
This article discusses how teachers conceptualize their pedagogical principles which they perceive to be personally important. 362 class teachers of the fourth grade and 1989 subject teachers of the seventh to ninth grade answered a a questionnaire. The results of this study reflected the change from transmission to transaction pedagogy and shows that they have learned their lesson in the sense that both pupil-centeredness and constructivist learning preference are present in their pedagogical thinking and also action.
Key Experiences in Student Teachers’ Development
The current study examines how student teachers perceive their first year of teaching, by examining how they picture their development, their key experiences during that development, and, in case of negative experiences, how they coped with those experiences. This study was carried out at a teacher education institute in the Netherlands. The findings suggest that most of the student teachers in this study perceive their own development as a path with highs and lows, and with transformative moments or periods.
November 2012
All Recent Items
Multiculturalism & Diversity
Attitudes to Diversity: A Cross-Cultural Study of Education Students in Spain, England and the United States

Teacher Education & Instruction

Key Pedagogical Principles and Their Major Obstacles as Perceived by Comprehensive School Teachers
SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators
A Collaborative Inquiry: ‘How Do We Improve Our Practice with Children?’
Multidimensional Collaboration: Reflections on Action Research in A Clinical Context
Promoting Teacher Scaffolding in Small-Group Work: A Contingency Perspective
Guided Work-Based Learning: Sharing Practical Teaching Knowledge with Student Teachers
Negotiating Authority through Cultivating a Classroom Community of Inquiry

Research Methods

Fifteen Years of Action Research as Professional Development: Seeking More Collaborative, Useful and Democratic Systems for Teachers
‘Taking A Cross‐Country Journey with A World Map’: Examining the Construction of Practitioner Researcher Identities through One Case Study

Teacher Educators

Working towards Explicit Modelling: Experiences of A New Teacher Educator
‘You’ve Either Got [It] Or You Haven’t’ – Conflicted Supervision of Preservice Teachers
Self-Study Research and the Development of Teacher Educators’ Professional Identities

Preservice Students

Key Experiences in Student Teachers’ Development
Literacy Metaphors of Pre-service Teachers: Do They Change after Instruction? Which Metaphors Are Stable? How Do They Connect to Theories?
Questions Asked by Primary Student Teachers about Observations of a Science Demonstration
Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers

Beginning Teachers

Beginning Teachers as Enquirers: M-Level Work in Initial Teacher Education
A Case Study of Beginning Science Teachers’ Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey
We Learned All About That in College”: The Role of Teacher Preparation in Novice Kindergarten/Primary Teachers' Practice

Teaching Assessment

Knowledge, Skills, and Attitudes of Preservice and Inservice Teachers in Educational Measurement

Technology & Computers

Technology Use in Middle-Grades Teacher Preparation Programs
E-Portfolios in Teacher Education 2002–2009: The Social Construction of Discourse, Design and Dissemination
Reflection through Discomfort: What Resistance Reveals When Communication Technologies Mediate Authentic Writing Mentorships

Theories & Approaches

Promoting Teacher Reflection: What Is Said To Be Done
Ethical Dilemmas: A Model to Understand Teacher Practice
Intergenerational Learning in a Teacher Education Context: The Jared Phenomenon
The Teaching Profession against the Background of Educationalisation: An Exploratory Study
The Construction of Performative Identities
Agency as the Ability and Opportunity to Participate in Evaluation as Knowledge Construction
November 2012
 
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