Sep. 02, 2010
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The MOFET ITEC Portal bulletin, presenting research findings and trends from the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

We invite you to visit the Online Academy for the Professional Development of Teachers and Teacher Educators at The MOFET Institute. Registration for the upcoming semester is now open

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

September 2, 2010 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
September 2010
Featured Items
Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials
The authors argue that teacher education programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials. In this paper, the authors describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses at a large public university on the east coast. The findings suggest that teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
Learning to Teach School Mathematics: Perceptions of Special Education Teachers
This research examines perceptions of special education teachers pertaining to mathematics instruction as learners and teachers throughout a semester-long mathematics methods course. The participants were eighteen alternate-entrant special education teachers who were enrolled in the required elementary school mathematics methods course for their program of study. Data were collected via mathematics autobiographical narratives, recollections of the participants’ experiences as K-12 learners of mathematics, and information pertaining to elements of their ideal mathematics classroom.
Impact of Professional Development on Teacher Practice: Uncovering Connections
An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts. The purpose of ILP was to offer 4–6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. Results indicate that teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD.
Culturally Responsive Training of Teacher Educators
In this article, the author discusses the professional literature on culturally responsive higher education training. The author focuses on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions. Once the intended outcomes for professional development have been established, activities that best meet these outcomes can be designed and implemented.
Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms
This study describes the development of two instruments, the Principles of Scientific Inquiry- Teacher (PSI-T) and the Principles of Scientific Inquiry-Student (PSI-S), to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.
Teacher Self-efficacy and Teacher Burnout: A Study of Relations
The purpose of this study was two-fold: (1) to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy, and (2) to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Norwegian teachers in elementary school and middle school participated in this study.
The Retention Question in Context-Specific Teacher Education: Do Beginning Teachers and Their Program Leaders See Teachers' Future Career Eye to Eye
This article discusses the challenge of retaining teachers in hard-to-staff schools. Hence, the paper examines how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A. The findings of this study suggest that counter to teaching force trends teachers from the three programs that the authors studied expressed high motivation to serve as teachers or leaders in their particular schools and communities.
September 2010
All Recent Items
Multiculturalism & Diversity
Dimensions of Diversity: Challenges to Secondary School Teachers with Implications for Intercultural Teacher Education

Professional Development

Constructing A New Professional Identity: Career Change into Teaching
Impact of Professional Development on Teacher Practice: Uncovering Connections

TE & Instruction

Teacher Learning on Problem-Solving Teams
Contextualising Practice: Hallmarks of Effective Teachers of Writing
Preparing LGBTQ-Allies and Combating Homophobia in a U.S. Teacher Education Program
The Challenge of Involvement in Reflective Teaching: Three Case Studies from a Teacher Education Project on Conducting Classroom Discussions on Socio-Scientific Issues
Research on Peer Coaching in Preservice Teacher Education – A Review of Literature
Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers
“I Had No Idea”: Developing Dispositional Awareness and Sensitivity through a Cross-Professional Pedagogy
Fostering Understanding of Institutional Oppression among U.S. Pre-service Teachers
Teachers' Talk of Experiencing: Conflict, Resistance and Agency
Teachers' Reflections on Cooperative Learning: Issues of Implementation
Actors and Act-ers: Enhancing Inclusion and Diversity in Teaching and Teacher Education through the Validation of Quiet Teaching
Science Curriculum and Teacher Education: The Role of Presuppositions, Contradictions, Controversies and Speculations vs Kuhn's ‘Normal Science’
Effective Teacher Professionalization in Networks?
How to Develop Mathematics-for-Teaching and for Understanding: The Case of Meanings of the Equal Sign
Engaging the Self in Teacher Education: Critical Self-Narratives and the Creation of Educational Communities
Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials

Mentoring & Supervision

Identity Formation of Teacher–Mentors: An Analysis of Contrasting Experiences Using a Wengerian Matrix Framework
Cognitive Coaching: A Critical Phase in Professional Development to Implement Sheltered Instruction

Teacher Educators

The Scholarship of Research in Teacher Education in a Higher Education Institution in Transition: Issues of Identity
Culturally Responsive Training of Teacher Educators

Special Education

Preservice Physical Education Teachers' Attributes Related to Teaching a Student Labeled ADHD
Learning to Teach School Mathematics: Perceptions of Special Education Teachers

TE Programs

Enhancing the Role of the Arts in Primary Pre-service Teacher Education
Evaluating the Quality of BEd Programme: Students' Views of Their College Experiences
Recent Tensions and Challenges in Teacher Education as Manifested in Curriculum Discourse

Preservice Students

Encouraging the Habit of Seeing in Student Teaching
Tracing One Teacher Candidate's Discursive Identity Work
Student Teachers' Ways of Experiencing the Objective of Health Education as a School Subject: A Phenomenographic Study
Pre-service Teachers' Use of Reading Strategies in Their Own Readings and Future Classrooms
Prospective Teachers’ Views on the Use of Calculators with Computer Algebra System in Algebra Instruction

Beginning Teachers

Resilience Strategies for New Teachers in High-Needs Areas
The Retention Question in Context-Specific Teacher Education: Do Beginning Teachers and Their Program Leaders See Teachers' Future Career Eye to Eye
A Multifaceted Approach to Teacher Induction
Reflection in a Social Space: Can Blogging Support Reflective Practice for Beginning Teachers?

Teaching Assessment

Collaborative Research for Assessment for Learning
Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms

Technology & Computers

Teachers' Instructional Planning for Computer-Supported Collaborative Learning: Macro-Scripts as a Pedagogical Method to Facilitate Collaborative Learning
Evidence of Impact: Transforming Teacher Education with Preparing Tomorrow's Teachers to Teach with Technology (PT3) Grants

Theories & Approaches

“Relocating the Personal” to Engender Critically Reflective Practice in Pre-service Literacy Teachers
Teacher Self-efficacy and Teacher Burnout: A Study of Relations

TE - General Trends

“There's Going To Be Community. There's Going To Be Knowledge”: Designs For Learning In A Standardised Age
September 2010
 
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