Sep. 06, 2016
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MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the monthly newsletter of the International Portal of Teacher Education, containing the latest articles on teacher education, pedagogy and instruction.

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Wishing you an interesting reading,

The MOFET Portal Team

September 6, 2016 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
September 2016
Featured Items
‘These Are Not the Realities I Imagined’: An Inquiry into the Lost Hopes and Aspirations of Beginning Teachers
The concept of the Program for Excellence in Teaching (PET), formulated at colleges of education in Israel, was designed to train teachers who not only exhibit excellence but also have potential to influence the educational system and institute change therein. This study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. This study assesses the dissonance between students’ and beginning teachers’ self-expectations in light of the PET context.
Instructional Strategies for Using Video in Teacher Education
In this study, the authors investigated the impact of two instructional strategies for using classroom video in the context of university-based teacher education on pre-service teacher learning. The authors developed two video-based modules, one using video to illustrate rules, the other using video to elicit preservice teachers’ knowledge, from which they then derived rules. . They found the two instructional strategies to be differentially effective, making distinct contributions to initial pre-service teacher learning. The findings revealed that learning environments based on the rule-example strategy fostered the reproduction of factual knowledge and its application to observe and evaluate authentic classroom sequences, whereas the example-rule strategy fostered the application of knowledge to plan a lesson and to identify challenges in a situative way.
Continuing Professional Development – Why Bother? Perceptions and Motivations of Teachers in Ireland
This article aims to focus on the motivating and inhibiting factors relating to teachers’ engagement with continuing professional development (CPD) and to analyse the data in relation to Herzberg et al.’s (1959) two-factor theory, as a means of drawing implications for the future provision of CPD in the Republic of Ireland and Northern Ireland. The findings indicate that teachers’ intrinsic motivation to seek out their own CPD continues to apply to actually engaging in CPD. Teachers in this study expressed a preference both to seek out and to pursue CPD areas that they valued for their own personal reasons and in response to their own personal and/or professional needs. The findings demonstrate that intrinsic (personal) factors – namely career advancement, potential growth and achievement – were the chief catalysts in motivating teachers in this study to engage in CPD.
Student Teachers’ Beliefs about Learning and Teaching and their Participation in Career-Long Learning Activities
This study aims to investigate the relationship between beliefs about learning and teaching and participation in learning activities among student teachers. The authors found that student teachers student teachers appear to hold equally strong subject matter-oriented and pupil-oriented beliefs, but they also appear to vary in their beliefs. The findings reveal that pupil-oriented beliefs are positively related to participate in learning activities. No significant relationship exists between subject matter orientation and learning.
Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees
The purpose of this study was to examine the attitudes of mentors, mentees, and principals pertaining to the first year of mentoring in an induction program. The findings revealed that principals noted little concern with program components and appeared the most satisfied with the mentoring program as a whole. Subsequently, mentors had more positive attitudes than did mentees across grade span, and mentees at the elementary school level had the most positive attitudes among all mentees across grade span. In addition, it was most important to elementary school teachers to participate in mentoring, and also to observe veteran teachers as part of their mentoring activities.
September 2016
All Recent Items
Professional Development
Continuing Professional Development – Why Bother? Perceptions and Motivations of Teachers in Ireland

Instruction in Teacher Training

Instructional Strategies for Using Video in Teacher Education
Multimedia Case-Based Learning to Enhance Pre-service Teachers’ Knowledge Integration for Teaching with Technologies
Reflecting on Literacy Practices: Using Reflective Strategies in Online Discussion and Written Reflective Summaries
Preservice Teacher Education Benchmarking a Standalone Ed Tech Course in Preparation for Change
The Colloquium as a Pedagogy of Dialogue
Prospective Elementary Teachers’ Analysis of Children’s Science Talk in an Undergraduate Physics Course

Mentoring & Supervision

A Helping Hand? A Study into an England-wide Peer Mentoring Program to Address Bullying Behavior
Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees
Enhancing University Teaching and Learning through Mentoring: A Systematic Review of the Literature

Teacher Educators

The Trials of Transition, and the Impact upon the Pedagogy of New Teacher Educators
Exploring The Professional Development Needs of New Teacher Educators Situated Solely in School: Pedagogical Knowledge and Professional Identity

Teacher Education Programs

Teaching Early Childhood Education Students Through Interactive Scenario-Based Course Design
The Impact of Training on Teaching Assistants’ Professional Development: Opportunities and Future Strategy

Preservice Teachers

Student Teachers’ Beliefs about Learning and Teaching and their Participation in Career-Long Learning Activities
The Effect of Explicit Instruction on English Majors’ Strategic Knowledge
Considering Pre-service Teacher Disposition Towards Mathematics
Changing Pre-service Elementary Teachers' Beliefs about Mathematical Knowledge

Beginning Teachers

The Impact of Changing Policies about Technology on the Professional Development Needs of Early Years Educators in England
‘These Are Not the Realities I Imagined’: An Inquiry into the Lost Hopes and Aspirations of Beginning Teachers
Approaches to Curriculum: The Journey from Preservice Training to Novice Teacher

Assessment & Evaluation

Exploring Early Childhood Teachers’ Beliefs and Practices About Preschool Outdoor Play: A Qualitative Study

ICT & Teaching

Digital Media as Tools to Promote Writing Skills: Preliminary Research Findings
Research Capacity-Building with New Technologies within New Communities of Practice: Reflections on the First Year of the Teacher Education Research Network
Framing Pre-service Teachers’ Professional Learning Using Web2.0 Tools: Positioning Pre-service Teachers as Agents of Cultural and Technological Change

Theories & Approaches

Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation
“Slaying Ghosts in the Room:” Identity Contingencies, Teacher Licensure Testing Events, and African American Preservice Teachers
Unraveling the Complexity of Student Teachers’ Learning in and From the Workplace
Field Placement Schools and Instructional Effectiveness
A Five-Year Retrospective on the Arkansas Department of Education Co-teaching Project
September 2016
 
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