Aug. 27, 2013
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you another issue of The International Portal of Teacher Education resource list, focusing on teacher education, pedagogy, instruction, and the professional development of teachers.

MOFETeach 2014 – Education for Sustainability: between January 20-28, we offer a special study tour in Israel for teachers, policy makers & administrators. One day of the study tour will be dedicated to a Mini-Conference, and another will be dedicated to visits to Green Industries. Join us in learning about latest advances in ecology and sustainability education in the present and future! For more information click here.

Wishing you interesting and enjoyable reading,

The MOFET Portal Team

August 27, 2013 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
August 2013
Featured Items
Design-Based Research: A Decade of Progress in Education Research?
In this article, the authors review the basic features of Design-based research (DBR). The authors describe the trends toward increasing its use, and highlight and analyze the most cited articles that focus on DBR in education. The authors conclude that DBR is being utilized increasingly in educational contexts and especially those in the United States. It seems to be especially attractive for use in K–12 contexts and with technological interventions. The increasing number of studies reported suggests that researchers and graduate students are finding ways to meet the time demands of multiple iteration studies.
Assessment Literacy Overlooked: A Teacher Educator's Confession
In this article, the author presents reflections and guidance concerning assessment literacy in teacher education. The author argues that assessment literacy consists of an individual’s understandings of the fundamental assessment concepts and procedures deemed likely to influence educational decisions. The author claims that accountability assessments have become the determiners of educator quality. Furthermore, the author argues that prospective teachers should understand educational assessment because of the potential of such testing to serve as a catalyst for improved instruction.
How Is the Internship Going Anyways? An Action Research Approach to Understanding the Triad Relationship between Interns, Mentors, and Field Advisors
The author examines at the relationship between mentors, interns, and field advisors on a theological internship programme from an action research perspective. The author uses the work of Hans Georg Gadamer as a conceptual framework. The findings reveal that three themes emerged: One of the behavioural themes that came out of each interview with the interns and mentors was the as sense of the initial emotional uncertainty it is connected with the field advisor. Another finding that emerged is the role of the field advisor as the reflective friend. The third finding centres on the theme of the field advisor as being an insider/outsider.
Learning to Balance Assistance with Assessment: A Scholarship of Field Instruction
In this article, the author focuses on ways of embracing and managing a central dilemma of supervision: balancing support with assessment. The author used a case study method to analyze the interactions between eight student teachers and himself, their university field instructor. The author employed at least five different strategies to provide an educative balance of support and assessment of his student teachers’ work and progress: (a) a ‘‘back door’’ critique of their teaching; (b) a depersonalized approach to assessment; (c) a ‘‘green light’’ indication that they ‘‘passed'; (d) humor; and (e) a focus on student learning.
The (Failed) Case of the Winston Society Wikispace: The Challenges and Opportunities of Web 2.0 and Teacher Education
In this article, the authors examine the case of the Winston Society. The authors argue that the participants saw the technological demands of the Winston Society as less threatening than participating in social practices that emphasized more participatory and collaborative knowledge-making, distributed expertise, and less published and individuated kinds of authorship. The authors claim that the data pointed to at least three alternative directions for the use of new literacies in teacher education: teachers’ discomfort with digital epistemologies, the potential of online affinity spaces and of networking social media to mediate teachers’ professional development.
August 2013
All Recent Items
Professional Development
The Impact of Professional Development: A Theoretical Model for Empirical Research, Evaluation, Planning and Conducting Training and Development Programmes
An Ongoing Professional Development Program and Its Impact on Teacher Effectiveness
Encouraging Teacher Development through Embedding Reflective Practice in Assessment
The Effects of Online Teacher Professional Development on Fourth Grade Students’ Knowledge and Practices in English Language Arts

Teacher Education & Instruction

Enhancing Preservice Elementary Teachers' 21st-century Information and Media Literacy Skills
‘Society Has Taught Us to Judge’: Cultures of the Body in Teacher Education
First Off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers
Quality of Learning Outcomes in an Online Video-Based Learning Community: Potential and Challenges for Student Teachers

Research Methods

Design-Based Research: A Decade of Progress in Education Research?
Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning

Mentoring & Supervision

How Is the Internship Going Anyways? An Action Research Approach to Understanding the Triad Relationship between Interns, Mentors, and Field Advisors

Teacher Educators

Assessment Literacy Overlooked: A Teacher Educator's Confession

Teacher Education Programs

Learning to Balance Assistance with Assessment: A Scholarship of Field Instruction

Preservice Students

Reverberating Echoes: Challenging Teacher Candidates to Tell and Learn From Entwined Narrations of Canadian History
Acquiring Double Images: White Preservice Teachers Locating Themselves in a Raced World
Personal Metaphors of Prospective Secondary Economics and Science Teachers
Finding Out More About Teacher Candidates' Prior Knowledge: Implications For Teacher Educators

Beginning Teachers

Action Research: Professional Development to Help Support and Retain Early Career Teachers

Teaching Assessment

Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy

Technology & Computers

The (Failed) Case of the Winston Society Wikispace: The Challenges and Opportunities of Web 2.0 and Teacher Education
Integrating Assistive Technology into Special Education Teacher Preparation Programs
Metacognitive Analysis of Pre-service Teacher Conception of Teaching Games for Understanding (TGfU) Using Blogs
Educational Action Research to Initiate Discourse on Inclusion in an E-learning Environment in Teacher Education

Theories & Approaches

Teacher Training in France in the Early 2010s
Multi-level Steering and Institution Building: The European Union’s Approach to Research Policy
Learning Trajectory Based Instruction: Toward A Theory of Teaching
Assembling and Dissembling: Policy as Productive Play
Leading An International Teaching Practicum: Negotiating Tensions in A Site of Border Pedagogy
Bridging Theory and Practice in Norwegian Teacher Education through Action Research
Theorising On-site Teacher Education: Philosophical Project Knowledge (PPK)
August 2013
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