Nov. 10, 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 draw your attention to our new Facebook page dedicated to MOFET's Online Academy. You are welcome to join the conversation with the students and teachers of the academy, and share your thoughts about our online courses and programs.

Wishing you interesting reading,

The MOFET Portal Team

November 10, 2015 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
November 2015
Featured Items
Integrating Educational Technologies into Teacher Education: A Case Study
This article has examined the case of one particular learning activity and the design, development and implementation of that activity to address the particular needs of pre-service teachers in one teacher education programme in New Zealand. The authors considered three core principles which adopted in the design of the docudrama activity: (a) to provide pre-service teachers with an experience of educational technology as an integral part of the learning; (b) for students to experience an example of what ‘student centred learning’ might look like; and (c) to highlight the value of authentic contexts for learning. Results from the evaluation survey indicate that the design of the docudrama activity contributed to participants’ learning about how educational technologies help support alternatives to traditional teaching and learning practices.
Teacher Identity Development in the First Year of Teacher Education: A Developmental and Social Psychological Perspective
This study had several goals to: (a) describe the associations between aspects of personal and social identity, generativity, and the development of teacher identity in first year teaching students; and (b) examine which aspects of personal and social identity, and generativity predict teacher identity after controlling for a number of relevant covariates. A further aim of the study was to discuss the theoretical and research implications of considering professional teacher identity from a developmental and social psychological perspective in light of the results from the present analysis. This study suggests that those who have a well-formed sense of personal identity are more likely to be ready to begin the process of forming a professional identity. The findings also point to the potential value of pursuing an understanding of professional teacher identity as a developmental and social psychological process.
Enhancing Learning through Formative Assessment
This study will evaluate the engagement of students with the virtual learning environment (VLE) enhancements. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the Science Extended Degree (SED) course, with levels of student engagement. The results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. The findings reveal that the VLE model described here seems to be of major benefit to students as a learning tool. The findings were positive showing that time spent on the test was decreased as the course progressed and there was a positive attitude swing towards learning shown by the students.
Pedagogical Approaches to Exploring Theory–Practice Relationships in an Outdoor Education Teacher Education Programme
In this article, the authors have discussed pedagogical approaches to exploring theory and practice with pre-service teachers within an an Australian outdoor education teacher education (OETE) course. The authors have highlighted the importance of four key pedagogical elements in terms of helping pre-service teachers understand and negotiate theory–practice relationships: the promotion of self-awareness; guided reflection; experience; and the fostering of a strong, safe community of learners. These elements are relevant to other areas of teacher education besides OETE pedagogy, although they may be embodied differently in different areas. The authors suggest that these elements are made possible through flexibility within courses, face-to-face contact, and opportunities for observing, participating in, and reflecting on/in relevant practice.
Journey to Ethnographic Research (book review)
The book Journey to Ethnographic Research by Leah Shagrir extends an invitation to readers to participate in a researcher's journey to carry out an ethnographic research in the U.S.A, on behalf of the Fulbright Distinguished Awards in Teaching Program. The first part of the book deals with the nature of ethnographic research and the research tools it employs. The second part presents the voices that emerged from the various roles of the researcher from a multidimensional perspective that facilitates the presentation of the whole, at the same time foregrounding experiences, values, world-views, rules and regulations, culture and way of life, interpersonal relations, and so on. This chapter in the book consists of four parts. In each part, the events and findings are presented from different points of view: the teacher educator, the faculty member, the researcher and the voice of the student.
Collaborative Cloud: A New Model for E-learning
Based on new cloud technology and related learning theories, this article presents a new e-learning model called the collaborative learning cloud to solve the problem of instructor–student imbalance in current e-learning applications, especially in China. The authors conclude that students can receive learning support services according to their needs from the collaborative learning cloud in which other students and instructors are connected with each other as a kind of virtual learning resources. By applying the knowledge modelling technique and the economic model of free market in the collaborative learning cloud, virtual resources can be dispatched in the most reasonable and effective way. This design alleviates the tension between limited instructional resources and too many learning support demands.
November 2015
All Recent Items
Instruction in Teacher Training
Teacher Identity Development in the First Year of Teacher Education: A Developmental and Social Psychological Perspective
A Comparative Study of Teaching Efficacy in Pre-service and In-service Teachers in Korean Early Childhood Education and Care (ECEC)
Pre-Professional Training for Serving Children With ASD: An Apprenticeship Model of Supervision
TELPS: A Method for Analysing Mathematics Pre-service Teachers’ Pedagogical Content Knowledge
Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

Research Methods

Journey to Ethnographic Research (book review)

Mentoring & Supervision

Peer Mentoring for International Students in a UK Law School: Lessons from a Pilot Case Study
Equality of Mentoring and Coaching Opportunity: Making Both Available to Pre-service Teachers
The Protégé Mentoring Mindset: A Framework for Consideration
Using Mobile Technology to Support Literacy Coaching Practices

Teacher Educators

‘Collaborative Critique’ in a Supervisor Development Programme

Teacher Education Programs

An Investigation of Co-Created Curricula within Higher Education in the UK, Ireland and the USA
Technology Integration With Teacher Candidates in a Summer-Camp Setting
Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: a South African Experience

Preservice Teachers

Making Sense of a Day in the Woods: Outdoor Adventure Experiences and Early Childhood Teacher Education Students
The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement
Early Childhood Teachers Reconstruct Beliefs and Practices Through Reflexive Action
Preservice Teachers’ Beliefs About Childhood: Challenges for a Participatory Early Childhood Education?
Cell Phones in the Classroom: Preservice Teachers’ Perceptions

Assessment & Evaluation

Enhancing Learning through Formative Assessment
Motivational Support in Web 2.0 Learning Environments: A Regression Analysis Based on the Integrative Theory of Motivation, Volition and Performance
Effectiveness of UK and International A-level Assessment in Predicting Performance in Engineering

ICT & Teaching

Collaborative Cloud: A New Model for E-learning
CSU Digital Ambassadors: An Empowering and Impactful Faculty Learning Community
Integrating Educational Technologies into Teacher Education: A Case Study
Creating Stop-Motion Videos with iPads to Support Students’ Understanding of Cell Processes: ’Because You Have to Know What You’re Talking about to Be Able to Do It”

Theories & Approaches

Student Teaching: Reflections of a Relentless Journey
Teaching To and Through Cultural Diversity
On the Educational Value of Philosophical Ethics for Teacher Education: The Practice of Ethical Inquiry as Liberal Education
Pedagogical Approaches to Exploring Theory–Practice Relationships in an Outdoor Education Teacher Education Programme
November 2015
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