Mar. 04, 2008
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to send you the latest issue of The MOFET ITEC Portal resource list.

The current bulletin represents the latest articles and some significant trends published in academic journals that focus on teacher education, pedagogy and instruction.

Please feel free to use the response system at the end of each item, we welcome your comments and insights.

Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

March 4, 2008 International Portal of Teacher Education
March 2008
Featured Items
Developing an Instrument to Examine Preservice Teachers’ Pedagogical Development
A study was conducted to compare pretest and posttest responses of preservice science teachers who were involved in an elementary science pedagogy class. The study aimed at examining whether coursework for preservice science teachers corresponded to reforms for advancing science education. It is believed that a survey, which was linked to the course outcomes (constructs) and multiple indicators, measured the preservice teachers’ perceptions of their development towards becoming elementary science teachers.
Nurturing Confidence in Preservice Elementary Science
A study was conducted to examine changes in personal teaching self-efficacy, outcome expectancy and science conceptual understanding and relationship of the three among preservice teachers. Seventy preservice teachers enrolled in a science teaching methods course and the study established that novice learners with minimal prior knowledge required extensive guidance. However the relationship between science learning confidence and science teaching confidence could not be established.
A closer look at teachers' individual learning in collaborative settings
The study examined collaborative learning activities which are presumed to be powerful learning tools for preservice teachers. Learning activities were examined in relation to changes in cognition and/or behavior of six teachers and consisted of interviews and reports. Qualitative analyses of the data showed that the collaborative learning activities resulted mostly in changes in cognition that mat be due to a high number of confirmations of own ideas or teaching methods.
Graduate Teacher Education as Inquiry: A case study
The article examines the design of a teacher action research-based approach with teacher inquiry at the heart of the program. The idea is to transform teachers into teacher action researchers, and teacher agents for systemic change. The change will bring about reforms in time investment, practical challenges, and attitudes about teaching.
Teaching Theory through Popular Culture Texts
The article describes a pedagogical approach to teaching theory to preservice teachers. The approach involves illustrating academic texts with popular culture texts. Theories such as preferred, negotiated and oppositional readings; denotative and connotative levels of meanings, and detourement, can be articulated with culture texts such as films.
The Role of Socially Constructed Shared Knowledge in Learning to Teach: Collaboration and Reflection in a Computer-Mediated Environment.
This research examined the role of computer-mediated communication (CMC) in a partnership that was formed between an educational psychology course for preservice teachers, eight professors from the university's teacher education program, and eight practicing teachers from diverse public schools from across two states. Participants communicated via chat rooms and threaded discussion lists. The use of computer-mediated communication as a viable means of supporting collaboration and reflection in teacher education is described.
March 2008
All Recent Items
Multiculturalism & Diversity

Unreached and Unreasonable: Curriculum Standards and Children's Understanding of Ethnic Diversity in Canada

Professional Development

Language in Science Education as a Gatekeeper to Learning, Teaching, and Professional Development
Contesting the Curriculum: An Examination of Professionalism as Defined and Enacted by Australian History Teachers
Workplace as Community: Perspectives on Science Teachers’ Professional Learning
Whole-School Collaborative Sustained Professional Development and Science Teacher Change: Signs of Progress
A closer look at teachers' individual learning in collaborative settings

TE & Instruction

Developing Imagination, Creativity, and Literacy through Collaborative Storymaking: A Way of Knowing.
Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge
Teaching and Learning about Inquiry: Insights and challenges in professional development
Multimedia Resources to Bridge the Praxis Gap: Modeling Practice in Elementary Science Education
Innovative Training of In-service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research
Behind the Pedagogy: Classroom discourse and the construction of the self
Teaching Theory through Popular Culture Texts
Transitioning from Students to Professionals: Using a Writing Across The Curriculum Model to Scaffold Portfolio Development
Using Listening Journals in Math Methods
An aspect of a teacher's inclusive educational practice: scaffolding pupils through transitions

Research Methods

An Exploration of the Relationship Between Case Study Methodology and Learning Style Preference
Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research
Preservice Teachers’ Research Experiences in Scientists’ Laboratories
The Learning Research Cycle: Bridging Research and Practice
An Observational and Planning Tool for Professional Development in Science Education
Who is ready for the results? Reflections on the multivoicedness of useful research
(Re)constructing strategies: a methodological experiment on representation
Anchors of meaning - helpers of dialogue: the use of images in production of relations and meaning

Mentoring & Supervision

Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

Teacher Educators

Science Teacher Educators as a Community of Practice

TE Programs

The effect of school-based practice on student teachers' attitudes towards inclusive education in Northern Ireland

Preservice Students

Nurturing Confidence in Preservice Elementary Science
Developing an Instrument to Examine Preservice Teachers’ Pedagogical Development
Preservice Teachers and Technology Integration: Rethinking Traditional Roles
'Yeah, but I still don't want to deal with it'. Changes in a Teacher Candidate's Conceptions of Inclusion

Teaching Assessment

Peer Assessment of Elementary Science Teaching Skills
Involving Science Teachers in the Development and Implementation of Assessment Tools for “Science for All” Type Curricula

Technology & Computers

Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
Communication and Instruction in an Online Graduate Education Course
The Role of Socially Constructed Shared Knowledge in Learning to Teach: Collaboration and Reflection in a Computer-Mediated Environment.

Theories & Approaches

Safe, Positive and Queering Moments in Teaching Education and Schooling: A conceptual framework
Mobilizing Anger for Social Justice: The politicization of the emotions in education
Constructivism and Education: Misunderstandings and Pedagogical Implications
Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential Narratives
Moral Education Between Hope and Hopelessness: The Legacy

TE - General Trends

Application of Effective Schools and Teacher Quality Research to Science Teacher Education
Rethinking Initial Teacher Education for Further Education Teachers: From a standards-led to a knowledge-based approach
Conviction, Confrontation, and Risk in New Teachers' Advocating for Equity
Developing Teachers' Leadership Knowledge: Pillars for the 'New Reform'
Graduate Teacher Education as Inquiry: A case study
Field Placement Treatments: A Comparative Study
The Teacher Education Reform Process in Ethiopia: Some consequences on educators and its implications
Creating and translating knowledge about teaching and learning in collaborative school-university research partnerships: an analysis of what is exchanged across the partnerships, by whom and how

March 2008
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