Oct. 20, 2009
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The MOFET ITEC Portal resource list.

The current bulletin presents some significant trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

Please feel free to use the response system at the end of each item. We welcome your comments and insights.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

October 20, 2009 International Portal of Teacher Education
October 2009
Featured Items
Electronic Portfolios in Teacher Education: A Case Study of Early Childhood Teacher Candidates
The use of electronic portfolios is increasingly becoming popular in teacher education programs. Whereas many teacher education programs have adopted electronic portfolios in order to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills. Using a qualitative research design, the current study examined teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to their profession.
Cultivating Self in the Context of Transformative Professional Development
In this study, the author examines how a model of self was cultivated through the social practices of a transformative professional development program for urban public school leaders. She combines insights from ethnography and discourse analysis. 17 administrators and building leaders participated in the study. The author identified three practices that were used at the retreats to facilitate participants’ access to an essential and true inner self: (a) Modeling of multiple ways of talking about an inner self; (b) ritual experience of the self in relation to others; and (c) the connection of the self to a natural order.
“In It for the Long Haul” - How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools
In this article, the authors examine a group of beginning secondary English teachers who form a cohort in an MA/credential program organized to teach them how to teach in high-poverty, urban settings. The authors follow a cohort of 26 novice teachers through their 5th year after receiving their credential. The authors reconsider the categories traditionally used to determine whether teachers stay or leave and offer ways to track those who stay or leave high-poverty, urban schools. The authors conclude with a discussion of factors that seem to contribute to teachers staying in high-poverty, urban schools and educational settings.
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
The main purpose of this article was to explore which characteristics of a reciprocal peer coaching program stimulated or inhibited the professional learning of 28 experienced teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy environment.
Teacher Educators Modelling Their Teachers?
The teacher educator is always also a teacher, and as a role model may have an important impact on student teachers' views on teaching. Becoming a teacher or a teacher educator is a long-term process of developing a professional identity, with role models being just one of the contributing factors. This study of 13 teacher educators addresses the impact of schoolteacher role models as part of the socialization process of becoming a teacher.
Integrating Theory and Practice: Learning to Teach L1 Language and Literature
This article presents a teacher education approach that focuses on providing student teachers with an explicit theoretical framework with which to understand and examine their teaching and practice. The authors first discuss the main principles and aspects of the program in which they teach. To understand the authors' approach to teacher education, they provide some context information about the specific program. To illustrate their approach, the authors present the final task which involves an examination of the student teacher's own teaching practice and underlying perceptions. The authors conclude that their approach provide a theoretical framework for student teachers to understand and examine their practice.
October 2009
All Recent Items
Professional Development
A Successful Professional Development Model in Mathematics- A System-Wide New Zealand Case
Doing More With Less: Teacher Professional Learning Communities in Resource-Constrained Primary Schools in Rural China
Cultivating Self in the Context of Transformative Professional Development
How Do Teachers Learn in the Workplace? An Examination of Teacher Learning Activities
Making Adequate Yearly Progress: Teacher Learning in School-Based Accountability Contexts
A Model for Research-Based State Professional Development Policy
'At Least I'm the Type of Teacher I Want to Be': Second-Career English Language Teachers' Identity Formation in Hong Kong Secondary Schools

TE & Instruction

Selecting Video Clips to Promote Mathematics Teachers’ Discussion of Student Thinking
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
Complex Interactions in Student Teaching: Lost Opportunities for Learning
Prospective Teachers’ Reasoning and Response to A Student’s Non-Traditional Strategy When Dividing Fractions
Improving Mathematics Instruction through Lesson Study: A Theoretical Model and North American Case
Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion
An Exploration in Mindfulness: Classroom of Detectives

Research Methods

High School Research and Critical Literacy: Social Studies With and Despite Wikipedia

Teacher Educators

Teacher Educators Modelling Their Teachers?
A Teacher Educator Writes and Shares: Student Perceptions of a Publicly Literate Life

TE Programs

Bringing Modern Languages into the Primary Curriculum in England: Investigating Effective Practice in Teacher Education
Raising the Language Awareness of Pre-Service English Teachers in An EFL Context
Research and Teacher Education in the UK: Building Capacity

Preservice Students

From Lesson Plan to New Comprehension: Exploring Student Teachers' Pedagogical Reasoning in Learning about Teaching
Electronic Portfolios in Teacher Education: A Case Study of Early Childhood Teacher Candidates

Technology & Computers

The Impact of Pre-Service Field Training Sessions on the Probability of Future Teachers Using ICT in School
Pre-Service Elementary Teachers' Beliefs about Use of the Internet in the Social Studies Classroom
University Teacher Roles and Competencies in Online Learning Environments: A Theoretical Analysis of Teaching and Learning Practices

Theories & Approaches

Dispositions as Virtues: The Complexity of the Construct
Integrating Theory and Practice: Learning to Teach L1 Language and Literature
Toward a Pedagogy of Self

TE - General Trends

President Obama and Education: The Possibility for Dramatic Improvements in Teaching and Learning
Promise and Peril: Charter Schools, Urban School Reform, and the Obama Administration
Reclaiming Our Freedom to Teach: Education Reform in the Obama Era
Barack Obama and the Fight for Public Education
“In It for the Long Haul” - How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools
Teacher Education in Italy, Germany, England, Sweden and Finland
Trajectories in Teacher Education: Recognizing Prior Learning in Practice
October 2009
 
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