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Last update: August 22, 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
Negotiating Scripts, Humanizing Practice: Remaking Methods Instruction in an Era of Standardization
This paper highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers.
Publication Year: 2016    |    Updated in ITEC: August 14, 2017
Assessment & Evaluation
Assessing Pedagogical Balance in a Simulated Classroom Environment
In this paper, the authors (a) examine changes in preservice teacher perceptions of teaching confidence and teaching experience resulting from simSchool use, and (b) report findings from recent studies of a new proposed measure for simSchool data, pedagogical balance. Findings from two studies show that preservice teachers significantly (p < .05) improve pedagogical balance and increase awareness of effective teaching skills through simSchool training.
Publication Year: 2015    |    Updated in ITEC: August 10, 2017
Beginning Teachers
Caring About Caring: Newly Qualified Teachers’ Experiences of their Relationships within the School Community
The aim of this study is to explore newly qualified teachers’ (NQTs) experiences of their relationships within the school community during their first years at work. The findings from this study reveal three main characteristics of relationships: ‘caring about’, ‘reciprocity’ and ‘caring for’. Furthermore, these distinctive relationships include tensions of paradoxes of both positive as well as negative experiences amongst NQTs.
Publication Year: 2013    |    Updated in ITEC: July 26, 2017
Instruction in Teacher Training
“It Isn’t Necessarily Sunshine and Daisies Every Time”: Coplanning Opportunities and Challenges When Student Teaching
This case study examines how six coteachers planned instruction for three environmental science classes. Using sociocultural theory, the study provides insight into the complexity and challenges in coplanning such as using collective knowledge to produce lesson plans, identification of teaching resources, the importance of communication between coteachers during planning and the enactment of lessons, and teachers’ time as a limited resource.
Publication Year: 2015    |    Updated in ITEC: August 15, 2017
Professional Development
Cultivating a Teacher Community of Practice for Sustainable Professional Development: Beyond Planned Efforts
This article reports a series of planned efforts on cultivating a group of teachers of English as a second language (ESL) into a community of practice (CoP) for sustainable professional development over a period of 10 months. This case study shows that planned efforts enabled teachers from different backgrounds to learn and develop as a professional and as a CoP. This community could be developed through different stages. The authors learn that sensitivity, honesty, self-awareness, and individual commitment of the participating teachers helped resolve tensions and dissonances arising out of different teaching approaches.
Publication Year: 2015    |    Updated in ITEC: August 22, 2017
ICT & Teaching
Teacher Self-Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Publication Year: 2015    |    Updated in ITEC: August 22, 2017
Research Methods
Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection
In this study, the authors examine the strategies reported by naïve assessment constructors. Naïve assessment constructors refer to those individuals with limited, if any, formal preparation for constructing classroom assessments. The authors identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. The authors suggest that teacher educators can guide learners to more appropriate strategies within each family and facilitate deliberate practice on their use.
Publication Year: 2017    |    Updated in ITEC: July 26, 2017
Multiculturalism & Diversity
Differentiated Instruction: Are Hong Kong In-service Teachers Ready?
This study aims to examine in-service teachers’ readiness for using differentiated instruction (DI) strategies and perceived challenges in its implementation. The results indicate that teachers generally held positive attitudes towards the use of differentiated strategies. However, there seemingly is still a struggling paradigm shift from teacher-centred to learner-centred curriculum in the Confucius heritage classrooms whilst teachers facing a range of obstacles that hampered DI practice.
Publication Year: 2017    |    Updated in ITEC: August 10, 2017
Preservice Teachers
Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Publication Year: 2017    |    Updated in ITEC: August 22, 2017
Theories & Approaches
Using Vygotsky’s Zone of Proximal Development to Propose and Test an Explanatory Model for Conceptualising Coteaching in Pre-service Science Teacher Education
In this study, coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching. The authors also suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning.
Publication Year: 2015    |    Updated in ITEC: August 14, 2017
Teacher Education Programs
A Model for the Support of Interns and Beginning Teachers in Special Education
The author describes two special education schools in Tel Aviv, Israel, whose students are on the autistic spectrum, where the head of the induction team (the author) and the principals of the schools resolved to bolster the continuity between the theoretical college studies and the beginning teachers' work with the students on the ASD continuum. Instead of holding a general induction workshop in college that accompanied the trainee in his/her first steps in the schools, the arena was transferred to the school itself, thereby creating a partnership with the school, with the local authority, and with the policy makers. The workshops provided the teachers who teach this population with professional support and empowerment and met their specific needs.
Publication Year: 2017    |    Updated in ITEC: August 1, 2017
Mentoring & Supervision
Examining the Benefits of a Faculty Technology Mentoring Program on Graduate Students' Professional Development
This study investigated the impact of a university-wide faculty technology mentoring (FTM) program on participating graduate students' professional development. The results reveal both how graduate students are rewarded by participating in such activities and valuable mentoring methods to develop graduate students' technical, academic, pedagogical, and professional skills.
Publication Year: 2016    |    Updated in ITEC: August 9, 2017
Teacher Educators
Teacher Education as a Journey of Opportunity for Continuous Learning and Personal Growth
As a teacher educator, the author shares her experiences and positioning as an apprentice, academic and administrator. While she refers to each as a ‘phase’, she suggests each overlap at varying times throughout teacher educators' careers/life, particularly if they are lifelong learners and that an element of apprenticeship is present in all that they strive to do, although not everyone perhaps acknowledges and engages with apprenticeship as professional learning and learning about oneself.
Publication Year: 2017    |    Updated in ITEC: July 11, 2017



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