Oct. 06, 2016
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending the monthly newsletter of the International Portal of Teacher Education, containing the latest articles on teacher education, pedagogy, and instruction that have been published in academic journals.

We would like to bring to your attention that there are still some openings in our online courses.
I addition, our scholarship committee is still accepting applications for the various courses.
For more details please click here. We are looking forward to seeing you and your colleagues among our students!

Wishing you interesting reading,

The MOFET Portal Team

October 6, 2016 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
October 2016
Featured Items
From Experience to Expertise: The Development of Teachers’ Learning in Lesson Study
This study explores questions of how educators learned about mathematics through lesson study but also how they were socialized into lesson study (LS) as a collaborative, routine practice. Specifically, the author compared the participation of educators who were new to lesson study (“LS novices”) with lesson study with those who had more experience with the practice (“LS experienced practitioners”). The author discovered a few key differences illustrate possible elements in the developmental progression of lesson study. Teachers who are newer to lesson study tend to focus on learning how to teach through problem solving, and seeing the collaborative work as a way to combine efforts to teach a better lesson. LS experienced practitioners, in contrast, were comfortable with the routine and can see their role as developing problems that elicit student thinking.
Authentic Science Apprenticeship for In-service Science Teachers: Participant Experiences, Reflections, Cognitive and Affective Outcomes, and Connections to Practice
This study aimed to explore professional development participants’ individual and collective experiences, thoughts, reflections and evolving beliefs, attitudes and knowledge within the context of a two-week summer research apprenticeship program for secondary science teachers. The findings reveal that four profiles of teachers emerged based on their type and level of involvement in the science laboratory in which they were placed. The analysis of data indicated that teachers from all four profiles enjoyed their laboratory experiences. Throughout their PD journey, participants, gained a better understanding of science as a discipline and its core practices, and in doing so gained an improved level of scientific literacy, which based on their own account, would impact their teaching.
Enhancing Feedback in Student-Teacher Field Experience in Scotland: The Role of School–University Partnership
This paper examines school–university partnership and formative feedback within student-teacher field experience. The authors examine the qualities of a three-way dialogue about student-teacher progress, and the issues that militate against feedback being used to maximise professional development. This small study of additional support for students on field experience indicated that there were positive outcomes regarding the three-way dialogue about student-teacher progress. This dialogue gave a greater focus to the whole feedback process, encouraging the student to consider the learning goals of placement more clearly. And, particularly from the tutor point of view, this more intensive contact with the partner schools helped by giving an even greater incentive to the tutors to have a secure professional relationship with each other and thus with the schools.
Mentoring as a Strategy for Empowering Education for Sustainable Development in Schools
The purpose of this study was to examine the impact of an induction programme, based on individual mentoring, had on Education for Sustainable Development (ESD) teaching for both novice teachers and their mentors in primary schools. The results point towards mentoring as a meaningful and effective approach to teacher education for ESD with potential for integrating forms of professional learning communities. The novice/experienced teacher mentoring relationship developed within the ESD induction system implemented during this research highlights the positive implications for both the novice teachers and the mentors. Mentoring can promote teacher interaction and provide a supportive and challenging forum for both intellectual and affective interrogation of practice.
Being A Teacher and A Teacher Educator – Developing A New Identity?
This article examines the perceptions of experienced teachers who take on the role of leading the development of subject knowledge of new and experienced teachers through a case-study approach. The findings reveal that each teacher was able to identify the impact of leading professional development has on their professional skills. Furthermore, this new role has changed the way that they view themselves as teachers, and their practice as teachers. In conclusion, this research advocates the provision of opportunities for new teacher educators to be involved with other teacher educators, including those more experienced, to explore together their professional knowledge, practice and identity.
October 2016
All Recent Items
Professional Development
Conceptualising the Research–Practice–Professional Development Nexus: Mobilising Schools as ‘Research-Engaged’ Professional Learning Communities
Pinpointing Chinese Early Childhood Teachers' Professional Development Needs Through Self-Evaluation and External Observation of Classroom Quality

Instruction in Teacher Training

Developing Preservice Teachers’ Expertise in Equitable Assessment for English Learners
From Experience to Expertise: The Development of Teachers’ Learning in Lesson Study
Preservice Science Teachers’ Uses of Inscriptions in Science Teaching
Reframing Pedagogy While Teaching about Teaching Online: A Collaborative Self-Study
Promoting Collaborative Practice and Reciprocity in Initial Teacher Education: Realising A ‘Dialogic Space’ through Video Capture Analysis
A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities With Practice
Partnered Placements: Creating and Supporting Successful Collaboration Among Preservice Teachers
Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates

Mentoring & Supervision

The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-focused Mentoring of New Teachers
Mentoring as a Strategy for Empowering Education for Sustainable Development in Schools
Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching
Coaching in Context: The Role of Relationships in the Work of Three Literacy Coaches

Teacher Educators

Being A Teacher and A Teacher Educator – Developing A New Identity?
The Work of Teacher Educators: An English Policy Perspective
Releasing the Hidden Academic? Learning from Teacher-Educators’ Responses to a Writing Support Programme

Teacher Education Programs

A Comparative Study of Awarding Organisation and HEI Initial Teacher Training Programmes for the Lifelong Learning Sector in England

Preservice Teachers

An Investigation of Prospective Secondary Mathematics Teachers’ Conceptual Knowledge of and Attitudes towards Statistics
Development of Preservice Identities: Learning from a Multigrade Classroom Practicum Context
Authentic Science Apprenticeship for In-service Science Teachers: Participant Experiences, Reflections, Cognitive and Affective Outcomes, and Connections to Practice
‘I See What I See from the Theory I Have Read.’ Student Teachers Learning through Theory in Practice
Pull Up a Chair and Listen to Them Write: Preservice Teachers Learn From Beginning Writers

Assessment & Evaluation

A Grade of 80%: The New “Fail”

Theories & Approaches

Teaching, Learning, and Leading: Preparing Teachers as Educational Policy Actors
Enhancing Feedback in Student-Teacher Field Experience in Scotland: The Role of School–University Partnership
What Is Reflection? Looking for Clarity in an Ambiguous Notion
Seven Legitimate Apprehensions about Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives

Trends in Teacher Education

Toward Professionalisation or De-Professionalisation? Teacher Education Over the Past 40 Years: A Japanese Retrospection
Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families
October 2016
 
The newsletter contains references to all the new items added to the ITEC Portal.

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