Sep. 12, 2017
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The International Portal of Teacher Education monthly newsletter.

As usual, the current issue presents some significant trends from the latest articles published in academic journals focusing on teacher education, pedagogy, instruction, and the professional development of teachers. 

In this issue, Dr. Janos Gyoil from Eotvos Lorand University in Hungary writes about Knowing and Understanding More About Teaching and Learning as an Activity. He shares his views about non-formal education and raises questions about characteristics of teachers and types of knowledge: "…while societies can function without formal education, we cannot find human colonies without certain types of non-formal education". 

Wishing you an interesting reading,

The MOFET Portal Team

September 12, 2017 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
September 2017
Featured Items
Teacher Self-Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Knowing and Understanding More About Teaching and Learning as an Activity
In this article, the author is talking about non-formal education. The goals, content, methods of teaching, ways of achievement measuring, and all the other aspects of non-formal education can differ widely. Also, teachers working in non-formal education can be very different from each other from many aspects, e.g., the training they got before starting any type of non-formal teaching. They can also be different if they had or still have any experience in mainstream education ('schooling'). We should pay much more attention to non-formal education than we did typically, i.e., without thinking that non-formal education would be better than formal education or the opposite. They are different, but based on the same roots. There are dozens of crucial issues such as What kinds of knowledge can be constructed in non-formal education?
Inconvenient Truths about Teacher Learning: Towards Professional Development 3.0
The purpose of this article was to present important findings about teacher learning as a fundament for thinking about professional development of preservice and inservice teachers. The author argues that much of a teacher’s behaviour is unconsciously guided by three dimensions (the cognitive, affective and motivational dimensions), and that teacher learning takes place at various levels.
Construction of Professional Knowledge of Teaching: Collaboration between Experienced Primary School Teachers and University Teachers through an Online Mentoring Programme
This article presents a research and intervention methodology developed in an online continuing teacher education programme. In particular, this article analyses the mentors' professional development processes and the contributions to professional development of their participation in the research group responsible for Online Mentoring Programme (OMP). This programme collaborative research involved an articulated dialogue between researchers and teachers aimed at constructing new knowledge and searching for solutions to concrete practical everyday problems of the OMP. The data revealed that the mentors, in collaboration with the researchers, have been able to critically examine their work with the novice teachers, to develop, implement and evaluate interventions. This collaboration allow the mentors to promote both their own and the novice teachers’ teacher development and construction of new knowledge.
September 2017
All Recent Items
Professional Development
Cultivating a Teacher Community of Practice for Sustainable Professional Development: Beyond Planned Efforts
Inconvenient Truths about Teacher Learning: Towards Professional Development 3.0
The Resourceful Facilitator: Teacher Leaders Constructing Identities as Facilitators of Teacher Peer Groups
Before, After, In and Beyond Teacher Education

Instruction in Teacher Training

Coaching and Demonstration of Evidence-Based Book-Reading Practices: Effects on Head Start Teachers’ Literacy-Related Behaviors and Classroom Environment
Video Narratives to Assess Student Teachers’ Competence as New Teachers

Research Methods

Proximal Ethnography: ‘Inside-Out-Inside’ Research and the Impact of Shared Metaphors of Learning

Mentoring & Supervision

Construction of Professional Knowledge of Teaching: Collaboration between Experienced Primary School Teachers and University Teachers through an Online Mentoring Programme
What Do Student Teachers Want in Mentor Teachers?: Desired, Expected, Possible, and Emerging Roles
Why Mentor? Linking Mentor Teachers’ Motivations to their Mentoring Conceptions

Teacher Educators

Mathematics Teacher Educators Focusing on Equity: Potential Challenges and Resolutions

Teacher Education Programs

Preservice Teachers’ Student Teaching Experiences in East Africa
Culturally Efficacious Mathematics and Science Teacher Preparation for Working with English Learners
Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

Preservice Teachers

Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
The Romance and the Reality between Pre-service Teachers’ Beliefs about the Potential Benefits of a Short-term Study Abroad Programme and their Practices
What Future Teachers Believe about Democracy and Why It Is Important
'I Need To Be Strong and Competent’: A Narrative Inquiry of a Student-Teacher’s Emotions and Identities in Teaching Practicum
What Contributes to First-Year Student Teachers’ Sense of Professional Agency in the Classroom?
Diverse Student Teachers Making Sense of Difference through Engaging in Boalian Theater Approaches
Developing Pre-service Primary Teachers’ Perceptions of Cross-Curricular Teaching through Reflection on Learning

Beginning Teachers

Investigating the Social Interactions of Beginning Teachers Using a Video Annotation Tool
Moral Authorship of Novice Teachers in Primary Education
How Do Novice Teachers in Finland Perceive Their Professional Agency?
Novice Teachers as ‘Invisible’ Learners

ICT & Teaching

Teacher Self-Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms
Preservice Teachers’ TPACK Beliefs and Attitudes toward Simulations

Theories & Approaches

Teachers and School Research Practices: The Gaps between the Values and Practices of Teachers
Teachers’ Engagement with Research Texts: Beyond Instrumental, Conceptual or Strategic Use
Knowing and Understanding More About Teaching and Learning as an Activity
September 2017
 
The newsletter contains references to all the new items added to the ITEC Portal.

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