Mar. 01, 2016
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 Wednesday, March 9, we invite all our Arabic speaking readers to participate in the webinar"The Integration of Information Technologies into Schools and Educational Institutions in the Arab Sector: Ideal Versus Reality" by Dr. Moanes Tibi. The webinar will describe the prevailing situation pertaining to the integration of information technologies into Arab schools and educational institutions, and present and discuss additional possibilities of integration for the purpose of improving the level of integration and transforming the teaching and learning processes into more effective ones. As usual registration is free of charge, click here for details

Wishing you interesting and enjoyable reading,

The MOFET Portal Team

March 1, 2016 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
March 2016
Featured Items
Re-envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning
In this article, the authors present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in diverse community contexts and involving school and community personnel to achieve universal 21st-century goals for the teaching and learning of young children. The authors conclude that effective early childhood teacher education must be firmly grounded in the established theories and standards of early childhood education, but also well-positioned to meet the needs of diverse young children and to adapt to a context of increased accountability and demographic shifts.
Female Preservice Teachers and Mathematics: Anxiety, Beliefs, and Stereotypes
In this study, the authors wanted preservice teachers’ (PSTs) to understand and recognize that their beliefs and stereotypes about math, along with their level of math anxiety, have a direct correlation to how they teach math, both positively and negatively. Negative math experiences lead PSTs to think they are not good at math. This lack of math knowledge and confidence then impacts the type of math teacher they become. In order to provide the PSTs alternative ways to teach math, this study implemented research-based practices aimed to math anxiety and change their negative beliefs and stereotypes. The authors found that PSTs loved the variety of ways math manipulatives were taught and used. This evidence suggested that the specific strategies utilized by the professor would have a positive impact on the PSTs’ beliefs and stereotypes about math, along with decreasing their level of math anxiety.
Big Five Personality Traits as Predictors of the Academic Success of University and College Students in Early Childhood Education
This study investigated the effects of the Big Five personality traits on academic success as measured by the final grade and study satisfaction of college and university students in early childhood education in Germany. As expected, students with higher conscientiousness also had better college and university GPAs. The findings indicated that conscientiousness corresponded with better GPAs for college and university students in early childhood education. Furthermore, school-leaving GPA was quite a good predictor of college and university GPA in this study of early childhood education. In addition, higher conscientiousness was associated with higher study satisfaction but only for college students.
Problems Without Ceilings: How Mentors and Novices Frame and Work on Problems-of-Practice
In this study, the authors investigated co-learning between cooperating teachers (CTs) and their preservice teachers (PSTs). Using frame analysis, the authors contrast three problems-of-practice addressed by 23 dyads: problems of developing novice teachers, problems of improving teaching, and problems of improving student learning. The authors describe ways in which knowledge became shared, actors assumed new roles, and new types of tools, activities, and forms of discourse emerged for contextualizing collective work. Based on this study, the authors propose three process measures: the quality of student discourse CTs and PSTs support, the quality of discussion among dyads about students’ ideas, as well as the quality of newly created or evolving social routines and tools.
What and How Teacher Educators Prefer to Learn
This study examined the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. The findings show that significant differences were found between school-based and university-based teacher educators. While most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills.
March 2016
All Recent Items
Multiculturalism & Diversity
An Educational and Treatment Model of an Alternative to Detention for Unaccompanied Minors from Africa in Israel: The Placement of Adolescents from Eritrea and Sudan, in Residential Schools

Professional Development

Locating Praxis for Equity in Mathematics: Lessons From and for Professional Development

Instruction in Teacher Training

Community-Based Placements As Contexts for Disciplinary Learning: A Study of Literacy Teacher Education Outside of School
The Influence of University Courses and Field Experiences on Chinese Elementary Candidates’ Mathematical Knowledge for Teaching
The Relative Priority of Conceptual and Procedural Knowledge in University Second Language Teacher Education (SLTE) Programs: Perspectives of In-Service Language Teachers in New Jersey
An Examination of Teacher Education in Literacy Instruction and Candidate Perceptions of Their Learned Literacy Practices
Improving Chilean In-service Elementary Teachers’ Understanding of Nature of Science Using Self-contained NOS and Content-Embedded Mini-Courses

Mentoring & Supervision

Problems Without Ceilings: How Mentors and Novices Frame and Work on Problems-of-Practice
The Influence of Teacher Education on Mentor Teachers’ Role Perception in Professional Development Schools

Teacher Educators

What and How Teacher Educators Prefer to Learn

Teacher Education Programs

Mobile Learning in Teacher Education: Insight From Four Programs That Embraced Change

Preservice Teachers

Female Preservice Teachers and Mathematics: Anxiety, Beliefs, and Stereotypes
The Development of Student Teachers’ Research Knowledge, Beliefs and Attitude
Are You Ready to Teach Secondary Mathematics in the 21st Century?: A Study of Preservice Teachers’ Digital Game Design Experience
Social Justice in Practice? Exploring Teacher Candidates’ Commitment Toward Change Agency Through Action Research
Exploring Factors that Predict Preservice Teachers’ Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior
Strategy Ranges: Describing Change in Prospective Elementary Teachers’ Approaches to Mental Computation of Sums and Differences

Beginning Teachers

Teaching as Assemblage: Negotiating Learning and Practice in the First Year of Teaching
“You Are Learning Well My Dear”: Shifts in Novice Teachers’ Talk About Teaching During Their Internship

Assessment & Evaluation

Learner-Generated Podcasts: A Useful Approach to Assessment?
Teacher Performance Assessment (edTPA): An Instructor’s Development and Evaluation of an Embedded Signature Assessment in an Early Childhood Literacy Course
Using Student-Teachers’ Reports of Self-Efficacy to Evaluate an Early Childhood Science Course

ICT & Teaching

Preservice Teachers Experience Reading Response Pedagogy in a Multi-User Virtual Environment
Changing Academic Teaching with Web 2.0 Technologies

Theories & Approaches

Big Five Personality Traits as Predictors of the Academic Success of University and College Students in Early Childhood Education
What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification
The Impact of a Teacher Education Culture-Based Project on Identity as a Mathematically Thinking Teacher
iText, but iDon’t Teach With It: An Essay on i-Literacy in Teacher Education
Fostering Culturally and Developmentally Responsive Teaching Through Improvisational Practice

Trends in Teacher Education

Re-envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning
March 2016
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