MOFET ITEC - International Portal of Teacher Education - Home

ITEC Home The MOFET Institute Home Page Home Page
Last update: May 23, 2017
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

Trends in Teacher Education
Teacher Education Futures: Today’s Trends, Tomorrow’s Expectations
This article investigate teacher educators’ views of current trends and their consequences for teacher education futures. The findings reported give voice to the expert participants. The data were then used to develop the discussion which comprised two scenarios. Two major fields of change are identified here and these are used to imagine different futures through the use of a two-dimensional model. The two major fields identified from the discussion are a continuum on location of teacher education, from school based to university based, and a continuum on autonomy and regulation, ranging from high government regulation to self-regulation by the profession.
Publication Year: 2013    |    Updated in ITEC: May 8, 2017
Assessment & Evaluation
Toward a Culture of Evidence: Factors Affecting Survey Assessment of Teacher Preparation
This study investigated the effect selected extrinsic variables have on survey data collected to determine the efficacy of, and improve, teacher preparation programs. The authors conducted two studies. The findings reveal that study 1 addressed the most frequent argument, that more coursework would improve assessment data. California does not allow an undergraduate major in education so credentials are added on to degrees in other subjects and programs are also limited to preparation that can be completed in one year. The results of Study 2, however, showed no clinically significant correlation between the principals’ evaluation of the CSU graduates’ preparation program and the characteristics of schools in which they taught during their first year.
Publication Year: 2012    |    Updated in ITEC: May 15, 2017
Beginning Teachers
Relationships and Early Career Teacher Resilience: A Role for School Principals
This article uses two narrative portraits of early career teachers to examine the central role of principals in influencing teachers’ feelings of personal and professional well-being, with both negative and positive effects reported. The portraits of two female early career teachers illustrate the vulnerability of many beginning teachers, whose work conditions are dependent on the goodwill and discretion of colleagues and leaders. In both stories, the principals played a central role in terms of the amount and kind of personal support they gave and their leadership in developing the overall school culture.
Publication Year: 2012    |    Updated in ITEC: May 15, 2017
Instruction in Teacher Training
Practicing Collaboration in Teacher Preparation: Effects of Learning by Doing Together
In this article, the authors describe candidate outcomes from a course about collaboration that was taught in two ways: (a) as a co-taught course with faculty and candidates from social studies and special education and (b) as a course in the special education program that included only faculty and candidates in special education.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
Professional Development
The Role of Video in Teacher Professional Development
In this article, the authors review the use of video technology in teacher initial and continuing professional development. The authors' purpose was to review the international literature base in order to evaluate what is currently known about the impact of video technology upon the development of teacher professional knowledge.
Publication Year: 2014    |    Updated in ITEC: May 7, 2017
ICT & Teaching
#FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training
This article explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitioners in ITT and whether this instigates pedagogical change.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
Research Methods
Polyptych Construction as Historical Methodology: An Intertextual Approach to the Stories of Central Technical School’s Past
Adopting the lens of “new histories” as the basis for the author's inquiry into the institutional legacy of the art program at Toronto’s Central Technical School (CTS), the author created a methodological framework informed by the traditional art form of the polyptych, in which many panels are joined together to show and tell multilayered stories connected to a central theme, to demonstrate visually how stories are interrelated, and to present openings to other stories. This article describes how the author came to see the polyptych as a methodological frame by unpacking its historic roots; by exploring how it operates in contemporary historical research; and by reflecting on how his identity as an artist, teacher, and researcher influences the way he organizes stories within this framework.
Publication Year: 2015    |    Updated in ITEC: March 2, 2017
Multiculturalism & Diversity
Preparing Teachers as Allies in Indigenous Education: Benefits of an American Indian Content and Pedagogy Course
This research explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
Preservice Teachers
A Stance toward Inquiry: An Investigation of Preservice Teachers' Confidence regarding Educational Inquiry
In this article, the authors examined how well the final year of teacher preparation program (TPP) enables preservice teachers (PSTs) to develop a stance toward inquiry. The findings suggest that the PSTs demonstrated increased confidence related to a stance toward inquiry during their final, master’s year in of teacher preparation program (TPP). There were moderate increases in confidence in all three subscales of the PEBD survey. In addition, the findings suggest that while the TPP experiences prior to the completion of the inquiry project supported a beginning stance toward inquiry, there was value added to that stance from the inquiry project and associated master’s year experiences. The results suggest a shift from a more limited, student-oriented, immediate view of inquiry to a more holistic, professional, future-oriented view of inquiry.
Publication Year: 2011    |    Updated in ITEC: May 15, 2017
Theories & Approaches
How Can a Focus on Teacher Well-being in Pre-service Training Promote the Resilience of Primary School Student Teachers?
The focus of this paper is on how an induction course on Teacher Well-Being (TWB) infused as part of an exchange programme between one higher education institution, Oslo and Akershus University of Applied Sciences (HIOA) in Norway and three primary schools in South Africa, influence the professional development and resilience of the participating primary school student teachers.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
Teacher Education Programs
Can International Practicum Foster Intercultural Competence Among Student Teachers?
The aim of this study is to investigate how the students’ intercultural competence develops during a three-month practicum placement in Namibia. The authors present findings from a study of Norwegian student teachers before, during and after their international practicum.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
Mentoring & Supervision
Planning for What Kind of Teaching? Supporting Cooperating Teachers as Teachers of Planning
This article examined how mentor teachers help interns in learning to plan lessons.The author revealed that some of the interns attempted to teach meaningful content but failed to consider ahead of time the nitty-gritty details or they attempted to teach a lesson that lacked a clear, worthwhile purpose. She understood that the interns often taught from plans that their collaborating teacher had read through and approved of Hence, she wanted to help the collaborating teachers consider playing a larger role in helping interns strengthen individual lesson plans before interns actually taught from those plans. The author concludes that becoming a teacher of planning requires mentors to possess conceptual and practical knowledge of instructional planning, how novices learn to plan, and how to teach planning.
Publication Year: 2012    |    Updated in ITEC: May 7, 2017
Teacher Educators
Teacher Educators’ Professional Development in Flanders: Practitioner Research as a Promising Strategy
The purpose of this paper is to explore a Flemish intervention designed to support teacher educators’ professional development in general, and teacher educators’ role as researchers in particular. The results suggest that teacher educators who participated in the intervention express a stronger confidence towards conducting research, absorb more research into their own practice, and value the relevance of their role as a ‘researcher’ to improving their role as a ‘teacher educator’.
Publication Year: 2016    |    Updated in ITEC: March 2, 2017



Show
Subscribe