Mar. 19, 2014
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.

On Wednesday, March 26, we invite all our readers to participate the webinar "Go Viral" by Prof. Karine Nahon, who will discuss the complex facets of virality as a process and its impact on individuals, groups, and societies. As usual registration is free of charge, click here for details.

Wishing you interesting and enjoyable reading

The MOFET Portal Team

March 19, 2014 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
March 2014
Featured Items
Mentoring Together: A Literature Review of Group Mentoring
This article presents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. In this literature review, the author summarized the distinct perspectives that have been theorized and researched. He also reviewed several typologies including peer mentoring, one-to-many mentoring, and many-to-one mentoring, and many-to-many mentoring that have been identified in the research. Finally, he identified significant gaps that exist in the study of group mentoring.
Adaptive and Maladaptive Motives for Becoming a Teacher
The article focuses on identifying which motives for becoming a teacher have a beneficial effect and which ones have a detrimental effect. A longitudinal study on the motivation for becoming a teacher investigated the importance that Dutch pre-service teachers ascribed to multiple motives. The article examined how these motives are related to the efforts, involvement and professional commitment to the teaching profession of the participants. The results were used to distinguish between adaptive motives and maladaptive motives for becoming a teacher. The findings revealed that the perceptions of teaching ability, intrinsic career values and making a social contribution were the most important motives for choosing the teaching profession. Choosing teaching as a fallback career or because of social influences were two motives that were found to be least important for the pre-service teachers.
Supporting Children’s Mathematical Understanding: Professional Development Focused on Out-of-school Practices
This study describes the Reflection Connection Cycle professional development program. The author chose to develop a program that would help teachers find ways to draw on the knowledge students gained from their out-of-school experiences for the explicit goal of using those understandings to support classroom mathematics learning. The participants were 14 female elementary school teachers. The findings revealed that while initial lessons focused solely on the context of practices, subsequent lessons show a greater concern for the mathematics in which children were engaged within a practice. The author argues that specific support in making connections to informal understanding in lesson design may need to be addressed directly.
Useful Signal or Unnecessary Obstacle? The Role of Basic Skills Tests in Teacher Preparation
The present study examines performance of students who took a basic skills test (Praxis I) between 1999 and 2005 and one of the four large-volume licensure tests (Praxis II) between 2002 and 2005. The findings of this study reveal that individuals who pass basic skills tests at borderline levels are far less likely to pass licensure tests than are candidates who meet the median state-level basic skills test requirements. Thus, the authors claim that students who have difficulty writing would very likely have difficulty in writing-intensive curricula like English and social studies, which would then be reflected on their licensure exams.
Navigating the Terrain of Third Space: Tensions With/In Relationships in School-University Partnerships
The authors wanted to understand the challenges hybrid teacher educators face in efforts to foster third spaces in partnerships. They investigated the ways university-based teacher educators foster and mediate relationships to work toward a collective third space. The authors investigated the relationships encountered in partnership contexts, challenges and tensions faced in these relationships, and ways they negotiated tensions and worked to overcome impediments to developing third space over time. In addition, the authors propose a framework for moving beyond traditional notions of oppositional triadic relationships of student teacher, mentor teacher, and supervisor in recognition of complex social ecologies in the third space.
March 2014
All Recent Items
Professional Development
Supporting Children’s Mathematical Understanding: Professional Development Focused on Out-of-school Practices

Teacher Education & Instruction

Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education
A Capstone Mathematics Course for Prospective Secondary Mathematics Teachers
Because Wisdom Can’t Be Told: Using Comparison of Simulated Parent–Teacher Conferences to Assess Teacher Candidates’ Readiness for Family–School Partnership

Mentoring & Supervision

Induction and Mentoring of Novice Teachers: A Scheme for the United Arab Emirates
The Effects of E-Mentoring on Beginning Teacher Competencies and Perceptions

Teacher Educators

Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction

Special Education

Purposeful Preparation: Longitudinally Exploring Inclusion Attitudes of General and Special Education Pre-Service Teachers
Preservice Special and General Educators’ Knowledge of Inclusion
Preparation for Inclusion in Teacher Education Pre-Service Curricula
The Use of Service-Learning Among Special Education Faculty
Content Analysis of PhD and EdD Dissertations in Special Education

Teacher Education Programs

Useful Signal or Unnecessary Obstacle? The Role of Basic Skills Tests in Teacher Preparation
Using a Modified Pyramidal Training Model to Teach Special Education Teachers to Conduct Trial-Based Functional Analyses
The Context of the Demand for Special Education Faculty: A Study of Special Education Teacher Preparation Programs
Market Demand for Special Education Faculty
Averting Current and Future Special Education Faculty Shortages: Policy Implications and Recommendations

Preservice Students

Preservice Teachers’ Uptake and Understanding of Funds of Knowledge in Elementary Science
Adaptive and Maladaptive Motives for Becoming a Teacher

Beginning Teachers

Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices
Mentoring Together: A Literature Review of Group Mentoring
Learning While Teaching: A Case Study of Beginning Special Educators Completing a Master of Arts in Teaching

Theories & Approaches

Navigating the Terrain of Third Space: Tensions With/In Relationships in School-University Partnerships
Teachers as Society-Involved “Organic Intellectuals”: Training Teachers in a Political Context
Teachers as Civic Agents: Toward a Critical Democratic Theory of Urban Teacher Development
March 2014
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