Oct. 30, 2012
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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.

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Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

October 30, 2012 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
October 2012
Featured Items
Visibility Matters: Policy Work as Activism in Teacher Education
This article describes a project which was designed to examine how teacher preparation programs address LGBTQ-related course content, attitudes toward gender identity and sexual orientation, and their ability to teach about LGBTQ lives and communities. The authors conducted an electronic assessment of all 57 Illinois teacher education programs. The authors found that their report generated a dialogue on campuses among faculty, among teacher education and other departments within the university, and among students, faculty, and administration.
Comprehensive Teacher Induction: A Vision Toward Transformative Teacher Learning
The current article highlights the components of comprehensive induction designed to help beginning teachers develop the skills for a more meaningful learning experience. The author observed at the New Teacher Project (NTP) in California as a case in point. The author concludes that accomplished, well-trained mentors also serve as teacher educators who can help shape a climate of transformational learning during induction.
Stories about Creative Teaching and Productive Learning
Thie goal of ths research project is two fold: first, this research aims at finding out how teachers talk about creativity at a school community level, and what they recognise as creative acts among pupils at the primary and secondary levels. Second, the research project's purpose is to investigate the role played by teacher conceptions of creativity in relation to promoting the creativity of pupils. The participants in this study were 14 teachers who worked at both the primary and secondary levels in Denmark. The author claims that teachers should be creative themselves experiment with their teaching whenever appropriate and in such a way that demonstrates to pupils how to work creatively.
Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education: A Review of Current Methods and Instruments
This review of literature examines the methods and instruments designed to assess the technological pedagogical content knowledge (TPACK) of preservice teachers. The author concludes that through research which employs multiple methods for assessing TPACK, it will be possible to begin to differentiate between models of introducing technology integration in teacher preparation programs.
Teachers’ Conceptions and their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments
This article describes a research which is the first phase of the design-based research (DBR) method. The goal of this study is to find out what kinds of pedagogical approaches and educational tools teachers have adopted when teaching their subject matter in Virtual Centre of Wellness Campus (ENVI) was set up at Rovaniemi University in Finland.
The Mathematics Education of Future Primary and Secondary Teachers: Methods and Findings from the Teacher Education and Development Study in Mathematics
The current paper reports on the Teacher Education and Development Study in Mathematics (TEDS-M). The TEDS-M surveyed selected samples from four populations in teacher education systems: future primary teachers; future secondary teachers; teacher preparation institutions; and teacher educators. TEDS-M shows that it is possible to design sampling plans for teacher education that are sensitive to local conditions and meet high technical quality standards for comparative research. In conclusion, the authors recommend that teacher educators and policy makers should pay attention to the emphasis, kind, and depth of the opportunities to learn provided to future teachers.
October 2012
All Recent Items
Professional Development
Teachers’ Learning in a Research and Development Work Project
Reflecting on Professional Development

Teacher Education & Instruction

Stories about Creative Teaching and Productive Learning
Increasing Teachers’ Metacognition Develops Students’ Higher Learning during Content Area Literacy Instruction: Findings from the Read-Write Cycle Project
The Nature of Prospective Mathematics Teachers’ Pedagogical Content Knowledge: The Case of Multiplication of Fractions
Language of Learning and Teaching in Schools: An Issue for Research in Mathematics Teacher Education?
Process Reflection during Japanese Lesson Study Experiences by Prospective Secondary Mathematics Teachers
The Influence of Theoretical Tools on Teachers’ Orientation to Notice and Classroom Practice: A Case Study
Prospective Teachers’ Learning to Provide Instructional Explanations: How Does It Look and What Might It Take?

Research Methods

Learning from Action Research About Science Teacher Preparation
Exploring the Utility of Action Research to Investigate Second‐Language Classrooms as Complex Systems
A Narrative of an Action Research Study in Preschool: Choice Points and their Implications for Professional and Organisational Development

Teacher Educators

How Do I Improve What I Am Doing as a Teacher, Teacher Educator and Action-Researcher through Reflection? A Learning Walk from Lleida to Winchester and Back Again

Teacher Education Programs

The Mathematics Education of Future Primary and Secondary Teachers: Methods and Findings from the Teacher Education and Development Study in Mathematics

Preservice Students

Prospective Teacher Beliefs about Liberative and Oppressive Mathematics Teaching Practices: A First Step toward Equitable Instruction
Impact of a Content and Methods Course Sequence on Prospective Secondary Mathematics Teachers’ Beliefs

Beginning Teachers

Comprehensive Teacher Induction: A Vision Toward Transformative Teacher Learning
The Use of Personal Digital Assistants as Tools for Work-Based Learning in Clinical Internships

Teaching Assessment

Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers’ Knowledge of Students’ Mathematical Thinking
Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education: A Review of Current Methods and Instruments
Beliefs, Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model

Technology & Computers

Using Technology to Explore Mathematical Relationships: A Framework for Orienting Mathematics Courses for Prospective Teachers
Teachers’ Conceptions and their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments
Supporting the Technology-Enhanced Collaborative Inquiry and Design Project: A Teacher’s Reflections on Practices
Laptops for Teachers: Practices and Possibilities

Theories & Approaches

Visibility Matters: Policy Work as Activism in Teacher Education
What Does Injustice Have to Do with Me? A Pedagogy of the Privileged
Rebooting the EdD

Trends in Teacher Education

There and Back Again: Exploring Teacher Attrition and Mobility with Two Transitioning Science Teachers
Rethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers
October 2012
 
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