Sep. 02, 2015
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.

On Wednesday, October 28, we invite all our readers to participate the webinar "Neuromyths: Common False Beliefs About the Brain and Learning" by Dr. Tracey Tokuhama-Espinosa. Do boys learn differently than girls? Can adults learn as quickly as children? Is it possible to learn a foreign language through videotapes? Are some races superior to others in math?...
As usual registration is free of charge, click here for details.

Wishing you an interesting reading,

The MOFET Portal Team

September 2, 2015 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
September 2015
Featured Items
Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge
This article proposes a visual and quantitative representation of TPACK that will help teachers better understand the TPACK framework and track their growth in the knowledge domains over time. The authors found that many students used “TPACK” to refer to both the knowledge domain and the overall model in their reflections. While this improper use of terminology could be construed as a lack of understanding of TPACK, they believe this is another consequence of the video script, and not of the model. A common theme from the reflections gathered from treatment group A was that the TPACK radar diagram model was about growth and improvement.
Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use
This study analyzes the association between teachers’ self-efficacy beliefs in educational Internet use and the perception levels of their technological pedagogical content knowledge (TPACK). The findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. The findings show all knowledge types contained in the TPACK model are significantly and strongly related to the self-efficacy beliefs in educational Internet use. The findings indicate that teachers who understand TPACK will have higher self-efficacy toward Internet use and therefore better integration habits around using the Internet. The results clearly show that better TPACK knowledge is correlated with higher self-efficacy in educational Internet use.
The Role of Subject Knowledge in Primary Prospective Teachers’ Approaches to Teaching the Topic of Area
This study examines how prospective teachers’ subject knowledge influences their approach to teaching the topic of area. The strengths and limitations of the participants' subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations.
Exploring a Community of Practice Model for Professional Development to Address Challenges to Classroom Practices in Early Childhood
This study examined whether and how an on-site and research–teacher community of practice model for professional development addressed challenges to classroom practices in a Head Start program. The findings revealed several challenges to classroom practice that aligned with previous research: existing practices did not always cohere with research-based practice, lack of planning between the lead and assistant teachers, and high teacher turnover. The authors suggest recommendations for establishing an on-site teacher-researcher community of practice model for professional development.
Examining Mathematics Teacher Educators’ Emerging Practices in Online Environments
This article describes the ways opportunities and constraints in online mathematics teacher education (OMTE) and the authors' view of learning encouraged a deeper consideration of the role of environment in their teaching practice. Central to this discussion are the authors' values and the understandings mathematics teacher educators (MTEs) bring to OMTE and the conflicts between understandings of the online environment and views of learning that undergirded the instructional activities created. This article focuses on the MTEs’ development as teachers in online environments.
September 2015
All Recent Items
Multiculturalism & Diversity
Undergraduate Latina/o Students: A Systematic Review of Research Identifying Factors Contributing to Academic Success Outcomes

Professional Development

Exploring a Community of Practice Model for Professional Development to Address Challenges to Classroom Practices in Early Childhood
Centrality of Enactive Experiences, Framing, and Motivation to Student Teachers’ Emerging Professional Identity

Instruction in Teacher Training

Student Teachers’ Collaborative Research: Small-scale Research Projects during Teacher Education
‘Identity Work in A Dialogic International Teaching Practicum’
Prioritising Classroom Community and Organisation in Physical Education Teacher Education
The Role of Subject Knowledge in Primary Prospective Teachers’ Approaches to Teaching the Topic of Area

Mentoring & Supervision

Measuring and Exploring Factors Affecting Students’ Willingness to Engage in Peer Mentoring
Supporting Mentors of Preservice Early Childhood Education Teachers: A Literature Review

Teacher Educators

Examining Mathematics Teacher Educators’ Emerging Practices in Online Environments

Teacher Education Programs

Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program
Pre-service Teacher Training in Health and Well-being in England: The State of the Nation
Practicum Experiences as Sources of Pre-service Teachers’ Self-Efficacy

Preservice Teachers

Exploring Australian Pre-service Teachers Sense of Efficacy, Its Sources, and Some Possible Influences
Preservice Teachers’ Views of Instructor Presence in Online Courses
Student Teachers’ Development of Learning-Focused Conceptions
“Because Uni is totally Different than What You Do at TAFE”: Protective Strategies and Provisions for Diploma Students Traversing their First Professional Experience Placement at University
“Heroic Victims”: Discursive Constructions of Preservice Early Childhood Teacher Professional Identities

Beginning Teachers

Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation

Assessment & Evaluation

Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge

ICT & Teaching

Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use
Assessing NETS•T Performance in Teacher Candidates: Exploring the Wayfind Teacher Assessment

Theories & Approaches

Using Action Research Projects to Examine Teacher Technology Integration Practices
An Exploratory Study Comparing Two Modes of Preparation for Online Teaching
How Do You Make a Classroom Operate Like a Work of Art? Deleuzeguattarian Methodologies of Research-Creation
Bring Your Own Digital Device in Teacher Education
Bridging the Teacher/Researcher Divide: Master’s-Level Work in Initial Teacher Education

Trends in Teacher Education

TESOL and Early Childhood Collaborative Inquiry: Joining Forces and Crossing Boundaries
“… It’s Like the Immigrants Stick Together, The Stupid Ones, and The Ones Who Want to Learn Something”: Dynamics of Peer Relations, Social Categories, and Dropout in Vocational Educational Training
Countering the Essentialized Discourse of Teacher Education
September 2015
 
The newsletter contains references to all the new items added to the ITEC Portal.

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