Jan. 04, 2017
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the first 2017 newsletter of the International Portal of Teacher Education, containing, as usual, the latest articles on teacher education, pedagogy, and instruction that have been published in academic journals.
On Thursday, February 2, 2017, we invite you to participate in the webinar "Open access data: How to locate openly-available data and resources on the web".
In this webinar, we will learn how to locate high-quality academic information free of charge and we will introduce the issue of open access agenda and the new trend of open data. As usual registration is free of charge, click here for details.

Wishing you an interesting reading,

The MOFET Portal Team

January 4, 2017 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
January 2017
Featured Items
Using Concept Maps to Elicit and Study Student Teachers’ Perceptions about Inclusive Education: A Tanzanian Experience
In this study, concept map exercises were used to trigger student teachers’ thinking about the inclusion of students with disabilities in the regular learning settings. The results show that the construction of concept maps by small groups of student teachers has the potential to engage students in lively discussions, and to contribute to creative and reflective thinking. An analysis of the content of the 134 maps that were constructed identified ten main themes about inclusive education. Three of the themes dealt with pupils’ well-being, particpation in school activities and learning. Two dealt with a teacher’s situation. Five dealt with school resources and policy issues.
Using Interactive Video to Develop Preservice Teachers’ Classroom Awareness
This article reports on an exploratory project in which the authors designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video. The authors conclude that the interactive video approaches developed in this project used video of near-peer preservice teachers to trigger the observations of both experts and novices, with the experts’ observations used to guide preservice teachers’ classroom awareness.
Rethinking Professional Standards to Promote Professional Learning
This article explores some of the key issues that emerged in the revision of the professional standards in Scottish education which resulted in a suite of professional standards covering different stages of a teacher’s career. The revision of the professional standards was part of a wider project to build teacher professional learning in ways that had an impact on practice and on pupil learning. The focus then turns to an alternative way of constructing a professional standard in order to foster authentic forms of professional learning. The article concludes by exploring the issues that need to be addressed to facilitate the productive use of professional standards in the career-long professional learning of teachers.
Teacher Educator Identity Development of the Nontraditional Teacher Educator
This auto-ethnography focuses on the process of developing a teacher educator identity for the new teacher educator whose career path did not begin in the Pre K-12 setting. By examining her own experience the author explores the tensions and difficulties that beset new nontraditional faculty of teacher education and compare them to those of traditional teacher educators.
Teaching as Lived Experience: The Value of Exploring the Hidden and Emotional Side of Teaching through Reflective Narratives
In this article, the author presents an approach to gaining awareness and deeper understanding of the practice of teaching through focusing on the lived classroom experience. The process is self-inquiry through engagement with Johns’ (2010) six dialogical movements, which results in gaining valuable insights into practice. The study highlighted some of the emotional aspects of the experiences of teaching and learning, and considered the importance of a teacher focusing on subjective response in order to gain awareness of self in practice. As a result of this narrative and guided reflection process, the author became more aware of the range of life experiences and abilities of the students, and he sought to arrange future sessions that were more encouraging and that attended to different needs more effectively.
January 2017
All Recent Items
Multiculturalism & Diversity
Multicultural Apprenticeships in Teacher Education
Teachers’ Beliefs of Behaviors, Learning, and Teaching Related to Minority Students: A Comparison of Han and Mongolian Chinese Teachers

Professional Development

Rethinking Professional Standards to Promote Professional Learning

Instruction in Teacher Training

Using Interactive Video to Develop Preservice Teachers’ Classroom Awareness
Studying Mathematics Teacher Education: Analysing the Process of Task Variation on Learning
From Learner to Teacher: Practice, Language, and Identity in a Teaching Practicum
Development and Evaluation of a Training on Need-Supportive Teaching in Physical Education: Qualitative and Quantitative Findings
Giving Students a Voice: Perceptions of the Pedagogical Advisory Role in a Teacher Training Program
Developing Prospective Teachers’ Conceptions with Well-Designed Tasks: Explaining Successes and Analyzing Conceptual Difficulties
Potential of Service-Learning to Promote Sustainability Competencies in Pre-service Teachers: A Case Study

Research Methods

Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-study to Understand Teaching Practice and Aspects of Knowledge
Teaching as Lived Experience: The Value of Exploring the Hidden and Emotional Side of Teaching through Reflective Narratives

Mentoring & Supervision

The Effect of Mentor Intervention Style in Novice Entrepreneur Mentoring Relationships
Mentor Education: Challenging Mentors’ Beliefs about Mentoring
Mentoring from the Outside: The Role of a Peer Mentoring Community in the Development of Early Career Education Faculty
Development and Construct Validation of the Mentor Behavior Scale
The Development of a Scale on Assessing Peer Mentoring at the College Level

Teacher Educators

Teacher Educator Identity Development of the Nontraditional Teacher Educator
A Teacher Educator Learns How to Learn from Mistakes: Single and Double-loop Learning for Facilitators of In-service Teacher Education
Teaching Diversity: A Reflexive Learning Opportunity for a Teacher Educator

Teacher Education Programs

Disruptive Design in Pre-service Teacher Education: Uptake, Participation, and Resistance

Preservice Teachers

Using Concept Maps to Elicit and Study Student Teachers’ Perceptions about Inclusive Education: A Tanzanian Experience
Critical Considerations in Becoming Literacy Educators: Pre-service Teachers Rehearsing Agency and Negotiating Risk

Beginning Teachers

Beginning Teachers' Stories
Teacher Perspectives on their Alternative Fast-Track Induction

Assessment & Evaluation

An Authentic Assessment at the Graduate Level: A Reflective Capstone Experience

Theories & Approaches

Teacher Preparation for Profit or Prestige: Analysis of a Diverse Market for Teacher Preparation
“Learning in Depth” in Teaching Education
Teacher education pedagogy: disrupting the apprenticeship of observation

Trends in Teacher Education

Globalisation and Internationalisation of Teacher Education: A Comparative Case Study of Canada and Greater China
January 2017
The newsletter contains references to all the new items added to the ITEC Portal.

MOFET ITEC Portal website: http://itec.macam.ac.il/portal/

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All recent items