Aug. 03, 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 Thursday, September 17, we invite all our readers to participate the webinar "Let Them Teach" by Dr. Nellie Deutsch. In this webinar, we will discuss ways in which face-to-face and fully-online students can teach as a way to learn.
As usual registration is free of charge, click here for details.

Wishing you an interesting reading,

The MOFET Portal Team

August 3, 2015 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
August 2015
Featured Items
What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning
This paper offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The article identifies common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. They argue that the synthesis of these different frameworks suggests that nothing has changed, that this tripartite division between what we know, how we act on that knowledge, and what we value has always been important. This analysis suggests that, though the 21st century is different from previous times, it does not mean that our core roles have changed.
Student Teachers’ Development of a Positive Attitude towards Research and Research Knowledge and Skills
This study investigated the perceived development of student teachers’ attitude towards research and the development of their research knowledge and skills, after participating in an introductory course in teacher research. The findings reveal that the students perceived a positive development in their attitude towards research, especially in their opinions of the importance of research and their own capability of conducting and using research. This study showed a significant difference, as students described teacher research as more important in comparison to the extent to which they were planning on carrying our research or using it in practice.
Results From the Quality Early Childhood Training Program
The purpose of this paper is to report the findings of the Early Childhood Training Program. This program was designed to increase the quality of care offered to children age 0 to 5 in a metropolitan area of Southern California. Participants were recruited from six center-based child care programs serving preschool-age children and included program administrators, teachers, teacher aides, and enrolled children. The six participating programs were assessed at four levels: program administration, classroom, teacher, and child. The results demonstrated that the largest effect sizes were seen at the program administration and classroom levels and that smaller effect sizes were found with regard to the teacher and child levels.
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
This study aimed to investigate the impact of a yearlong, online teacher professional development (oTPD) program, Prime Online, on teachers’ mathematics knowledge for teaching (MKT) and to examine the components of a PD program that impacted participants’ MKT. The analysis indicates latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. The authors conclude that that Prime Online has potential to provide teachers with ongoing, rigorous, high-quality learning opportunities for impacting their knowledge of mathematics content and pedagogy and of their students.
Assessment Practices and Training Needs of Early Childhood Professionals
This study investigated the current practices and training needs of early childhood professionals in conducting assessment with young children with and at-risk of disabilities. The findings reveal that the participants reported that they used a wide range of standardized tools and nonstandardized methods to assess children’s development in the developmental domains. Three of the top five tools most frequently used by professionals to assess children’s skills are curriculum-based assessment methods that are developmentally based and that take into consideration the child’s experiences and background. The authors recommend that preservice teacher preparation programs must include numerous targeted field assignments. Furthermore, preservice teachers must receive instruction in how to use a few of the most commonly used tools and assessment methods.
August 2015
All Recent Items
Multiculturalism & Diversity
Getting into the Zone: Cases of Student-Centered Multicultural Literacy Teacher Education

Professional Development

Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program

Instruction in Teacher Training

Preparing Future Teachers to Collaborate
Does Classroom Management Coursework Influence Pre-service Teachers’ Perceived Preparedness or Confidence?
Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs
Views From the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students With ASD

Mentoring & Supervision

From “Outsider” to “Bridge”: The Changing Role of University Supervision in an Urban Teacher Residency Program

Teacher Educators

Selection Pressures on Special Education Teacher Preparation: Issues Shaping Our Future
Beyond the Blind Date: Collaborative Course Development and Co-Teaching by Teacher Educators

Teacher Education Programs

Results From the Quality Early Childhood Training Program

Preservice Teachers

Beijing In-service Teachers’ Self-Efficacy and Attitudes towards Inclusive Education
Student Teachers’ Development of a Positive Attitude towards Research and Research Knowledge and Skills
General Education Pre-Service Teachers’ Levels of Concern on Response to Intervention (RTI) Implementation
Mobile Video Collection in Preservice Teacher Practicum Placements

Beginning Teachers

“Once Hired, Seldom Gone”: The Deliberation Process of Beginning Teachers in Taiwan in Deciding to Stay in Teaching
Subdued By The System: Neoliberalism and The Beginning Teacher
Novice Mathematics Teachers’ Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding

Assessment & Evaluation

Assessment Practices and Training Needs of Early Childhood Professionals
Qualitative Analysis of Student Perceptions of E-Portfolios in a Teacher Education Program
Examining TPACK’s Theoretical Future

ICT & Teaching

Engaging Pre-service Science Teachers to Act as Active Designers of Technology Integration: A MAGDAIRE Framework
The Influence Of Technology-Rich Early Childhood Field Experiences On Preservice Teachers
Designing and Incorporating Mathematics-Based Video Cases Highlighting Virtual and Physical Tool Use

Theories & Approaches

Reforming Teacher Education in the Context of Lifelong Learning: The Case of the BEd Degree Programme in Ireland
Teachers’ Implicit Theories of Intelligence: Influences from Different Disciplines and Scientific Theories
Training Teachers in Evidence-Based Practice for Individuals With Autism Spectrum Disorder: A Review of the Literature
Sustaining Evidence-Based Practices by Graduated Special Educators of Students With ASD: Creating a Community of Practice

Trends in Teacher Education

What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning
Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012
Response to Intervention Preparation for Preservice Teachers: What Is the Status for Midwest Institutions of Higher Education
August 2015
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