Oct. 05, 2008
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

Today the world community celebrates International Teacher's Day.
The MOFET ITEC Portal team wishes to express appreciation to all those involved in education and teaching throughout the globe.

The current bulletin of ITEC Portal presents the latest articles and a number of significant trends published in academic journals that focus on teacher education, pedagogy, and instruction.

We would like to remind you that the FAQ page provides you with detailed explanations of how to retrieve articles by keywords, authors, or advanced Boolean search.

With our best wishes for interesting and enjoyable reading,

The MOFET ITEC Portal Team

The MOFET ITEC Portal Team

October 5, 2008 International Portal of Teacher Education
October 2008
Featured Items
Retrospective Discourse Discussions: How Teacher Talk Enables One Novice Literacy Teacher to Make Sense of Complex Teaching Problems
The authors describe a retrospective discourse discussions approach that was developed in a graduate literacy education course. This method represents a reconceptualization of supervising and coaching graduate students where meanings are constructed, problems are reframed, and beginning professionals can develop more nuanced understandings of their teaching and learning (Bogdan & Biklen, 1998; Cobb & Bauersfeld, 1995). The authors assert that clearly stating and understanding one's theories about teaching and learning can help educators converse about, scrutinize, and adapt their teaching in ways that hold powerful benefits for instruction and learning outcomes .
Negotiating Resistance to Multiculturalism in a Teacher Education Curriculum: A Case Study
This study examined a teacher education program rooted in a social justice framework and intended to infuse multicultural education throughout the curriculum. Two teacher educators designed the three-year, undergraduate program to prepare mostly White candidates from a suburban area to teach in urban elementary schools. The findings reveal opportunities to enhance multicultural teacher education by negotiating candidates' resistance. Through opportunities that challenge their perspectives and scaffold their conceptions of ideas, such as classroom as communities, candidates can develop capacities as multicultural educators.
The First Field Experience: Perspectives of Preservice and Cooperating Teachers
This study examined perspectives of field experiences among preservice teachers and their cooperating teachers because of debate in the politically charged atmosphere of No Child Left Behind regarding teacher preparation programs. Nine pairs of preservice teachers and their respective cooperating teachers were observed and interviewed over the course of a semester.Results indicated that relationships between the pairs, based on communication and trust, were paramount to preservice teachers' development.
Teaching Moral Character: Two Alternatives for Teacher Education
Two teacher education strategies are presented in this article. A “minimalist” strategy requires teacher educators to make explicit the hidden moral education curriculum and to reveal the inextricable linkage between best practice instruction and moral character outcomes. The “maximalist” approach requires preservice teachers to master a tool kit of pedagogical strategies that target moral character directly as a curricular goal.
Building Parent/Professional Partnerships: an Innovative Approach for Teacher Education
This qualitative study was designed to explore one approach to improving teacher preparation with respect to parent/professional partnerships. An undergraduate course for preservice special educators was modified to provide students with multiple opportunities for meaningful interaction with parents of children with disabilities. Results suggest that student dispositions changed from viewing parents as uncaring, uninvolved, and unknowledgeable to valuing them as experts on the child and partners in the decision-making process.
National Trends in the Sources of Supply of Teachers in Special and General Education
This paper provides the first national information specifically on (a) the national demand- supply, and shortage of first-time special education teachers (SETs) in comparison to general education teachers (GETs) as a function of the amount of teacher preparation (i.e., extensive, some, or none), and (b) trends from 1987-88 to 1999-2000 in the national supply of entering and continuing teachers.
October 2008
All Recent Items
Multiculturalism & Diversity

Diversity, Group Identity, and Citizenship Education in a Global Age
Fourth Annual Brown Lecture in Education Research—Lessons Learned and Opportunities Ignored Since Brown v. Board of Education: Youth Development and the Myth of a Color-Blind Society
Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education
Negotiating Resistance to Multiculturalism in a Teacher Education Curriculum: A Case Study

Professional Development

Making Connections: Grounding Professional Development in the Developmental Theories of Vygotsky

TE & Instruction

‘New Partnerships for Learning’: teachers and teaching assistants working together in schools – the way forward.
General and Special Educators' Predictions of Student Success as a Function of Learner Characteristics and Teacher Experience
An Investigation on the Impact of a Guided Reflection Technique in Service-Learning Courses to Prepare Special Educators
Teaching Moral Character: Two Alternatives for Teacher Education
Language and Culture in Literacy Instruction: Where Have They Gone?

Research Methods

Terminology, Emphasis, and Utility in Validation
Deepening Understanding of the Teaching and Learning Context through Ethnographic Analysis
Developing and Sustaining Open Communication in Action Research Initiatives: A Response to Kemmis (2006)

Teacher Educators

What can they say about my teaching? Teacher educators' attitudes to standardised student evaluation of teaching

TE Programs

National Trends in the Sources of Supply of Teachers in Special and General Education
Project RESTART: Preparing Nontraditional Adult Teacher Education Candidates to Become Special Education Teachers
Building Parent/Professional Partnerships: an Innovative Approach for Teacher Education

Preservice Students

The First Field Experience: Perspectives of Preservice and Cooperating Teachers

Beginning Teachers

The formal and situated learning of beginning teacher educators in England: identifying characteristics for successful induction in the transition from workplace in schools to workplace in higher education
Induction: the experiences of newly qualified science teachers
A Comparison of Rural Elementary School Teacher
Retrospective Discourse Discussions: How Teacher Talk Enables One Novice Literacy Teacher to Make Sense of Complex Teaching Problems

Teaching Assessment

Methodological Concerns About the Education Value-Added Assessment System
Dispositional Statements on Student Teacher Evaluation Instruments: Commonalities across Institutions

Theories & Approaches

Scientific and Pragmatic Challenges for Bridging Education and Neuroscience
The didactic model LdL (Lernen durch Lehren) as a way of preparing students for communication in a knowledge society

TE - General Trends

Towards the re-articulation of the work of teacher educators in Higher Education institutions in England
Pedagogical oversights: age and experience in New Zealand's teacher induction
Researching pupils, schools and oneself. Teachers as integrators of theory and practice in initial teacher education
Scottish student primary teachers' levels of mathematics competence and confidence for teaching mathematics: some implications for national qualifications and initial teacher education
Teaching as a collective work: analysis, current research and implications for teacher education

October 2008
 
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