Feb. 17, 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.

We would like to bring to your attention that registration for the second semester of studies at The MOFET Institute's Online Academy (March-June, 2015) has commenced.
We offer a full study program in the field of Information and Communication Technologies in Education.
For information about all the program's courses please click here.
We are looking forward to see you and your colleagues among our students!

Wishing you interesting reading,

The MOFET Portal Team

February 17, 2015 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
February 2015
Featured Items
How Emotionally Intelligent Are Pre-service Teachers?
This study aims to assess the level of emotional intelligence of student teachers. The authors used Mayer and Salovey’s emotional intelligence model and the MSCEIT test of emotional intelligence. This study shows that the pre-service teachers studied have levels of emotional intelligence below the norm for the wider population. The gender differences are greater in this sample than would be expected in the wider population. These data suggest that, on average, student teachers may need help in all four of the competence areas that have been described. The data also suggests that male students, on average, are weaker than female students at using emotions to facilitate thinking and at regulation of emotion.
Teaching As Exploration? The Difficult Road Out of the Classroom
This research aimed to understand how today’s teachers, operating in an exploratory context, experience the teaching profession over time. The findings reveal that these three teachers' experiences highlight the ways in which they continue to use their instructional skills for the benefit of others. After leaving the classroom, all three of these former teachers found that a career transition out of education was not as seamless as anticipated. These teachers each found that their detours through the classroom had concrete professional, financial, and emotional costs in the form of delayed entry into new careers, tuition costs, and daily struggles. The author concludes that this study identifies concerns about the costs for the teachers themselves while also recognizing the transformative potential of former educators applying their skills throughout society in a myriad of ways.
Virtual Induction: A Novice Teacher’s Use of Twitter to Form an Informal Mentoring Network
This study examines the evolution of one novice’s teacher’s informal virtual mentoring network to determine if characteristics of traditional mentoring networks and relationships mirror characteristics of a Twitter mentoring network. Results indicate that the novice teacher’s network was used primarily to seek information from other professionals, since her two primary informal mentors were secondary mathematics teachers. Novice teachers typically have more information needs than more experienced teachers and would likely need to ask more questions and have fewer resources to share than experienced teachers. Furthermore, the frequency of interactions decreased over time despite the potential ease of posting to Twitter.
How May Teacher Evaluation Have an Impact on Professional Development? A Multilevel Analysis
This study identifies the influential variables for professional development as a teacher evaluation outcome from a teachers’ perspective. The findings reveal that the effect of the evaluation system on professional development is limited. The effects teachers perceive from the evaluation system on their professional development may be related to different characteristics of the evaluation system. The results of this study show that limited teaching experience, useful feedback and a positive attitude of the principal are the most important characteristics of the evaluation system. These characteristics are positively related to outcomes of the teacher evaluation system on professional development.
Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education
The current study aimed to investigate the professional learning of student-teachers in Bachelor of Education programmes. The findings suggest a typology of different approaches of practicalising theoretical knowledge which reflect how student-teachers make personal interpretations of theoretical knowledge and develop their own teaching pedgagogies in school contexts. The three approaches to practicalising theoretical knowledge include the Procedural Approach, the Reflective-adaptive approach, and the Reflective-theorising approach. The authors conclude that the different approaches of practicalising theoretical knowledge and suggested ways of maximising professional learning are derived from empirical findings in a programme which tends to put emphasis on professional learning in the higher education context as compared to the school-based context.
February 2015
All Recent Items
Multiculturalism & Diversity
Inclusion, Integration or Perpetual Exclusion? A Critical Examination of the Decade of Roma Inclusion, 2005‑2015
Structural Dimensions of Roma School Desegregation Policies in Central and Eastern Europe
The Consequences of Cumulative Discrimination: How Special Schooling Influences Employment and Wages of Roma in the Czech Republic

Professional Development

How May Teacher Evaluation Have an Impact on Professional Development? A Multilevel Analysis

Instruction in Teacher Training

Action Research, Pedagogy, and Activity Theory: Tools Facilitating Two Instructors’ Interpretations of the Professional Development of Four Preservice Teachers
Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education
The Teachers’ Sense of Efficacy Scale: Confirming the Factor Structure with Beginning Pre-service Teachers
eCoaching: The Effects on Co-Teachers’ Planning and Instruction

Research Methods

Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Education Research
Common Structural Design Features of Rubrics May Represent a Threat to Validity
Facts Are More Important Than Novelty: Replication in the Education Sciences

Mentoring & Supervision

The Efficacy of Training Cooperating Teachers
A Review of Undergraduate Mentoring Programs

Teacher Educators

Design Based Research to Develop the Teaching of Pupils with Moderate Learning Difficulties (MLD): Evaluating Lesson Study in terms of Pupil, Teacher and School Outcomes

Preservice Teachers

How Emotionally Intelligent Are Pre-service Teachers?
Recognition, Responsibility, and Risk: Pre-service Teachers’ Framing and Reframing of Lesbian, Gay, and Bisexual Social Justice Issues
Orientations of Prospective Teachers toward Students’ Family and Community

Beginning Teachers

From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China
Virtual Induction: A Novice Teacher’s Use of Twitter to Form an Informal Mentoring Network
The Influence of a Technology-Based Internship on First-Year Teachers’ Instructional Decision-Making

Assessment & Evaluation

The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment
“Teaching to the Test” in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance

ICT & Teaching

Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies
From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form
Adopting an Online Curriculum Planning Tool: Facilitation for Teachers’ Thinking about Student-Centered Pedagogy and Technology Integration
Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program

Theories & Approaches

Institutional Conceptualisations of Teacher Education as Academic Work in England
Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
Teaching As Exploration? The Difficult Road Out of the Classroom
The Effects of Teacher Beliefs on Teaching Practices and Achievement of Students With Disabilities
February 2015
The newsletter contains references to all the new items added to the ITEC Portal.

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All recent items