MOFET ITEC - International Portal of Teacher Education - Home

ITEC Home The MOFET Institute Home Page Home Page
Last update: June 21, 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 28, 2017
Beginning Teachers
Professional Identity Tensions of Beginning Teachers
This study presents an overview of the tensions regarding professional identity that was experienced by a group of beginning teachers. Interviews with beginning teachers resulted in 59 tensions that could be classified into three themes: (1) The change in role from student to teacher, (2) conflicts between desired and actual support given to students, and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. In most cases, feelings of helplessness, frustration, or anger were dominant in accompanying the tensions, and the teachers had a strong desire to learn to cope with them.
Publication Year: 2013    |    Updated in ITEC: June 8, 2017
Instruction in Teacher Training
Making Invisible Intersectionality Visible Through Theater of the Oppressed in Teacher Education
This article shares research conducted in a teacher education course on culturally relevant pedagogy where students engaged in Theater of the Oppressed (TO) activities to explore the multiplicity of their and their future students’ identities.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
Professional Development
Supportive Measures to Reduce the Risk of Teacher Burnout
The possibilities of reducing the danger of burnout can be based on regarding the professional self-efficacy crisis as the basis for understanding the burnout process, and will be presented below. 1. The school's organizational sphere. In this context, it is possible to operate on two complementary planes: (1) the establishment of collegial support groups, and (2) the nurturing of a supportive environment. 2. The task component and the teacher's professional performance. 3. Cultivating teaching styles that seek to target pupils' problems. 4. Stress management.
Publication Year: 2017    |    Updated in ITEC: June 20, 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
The Challenging Problem of Educational Diversity
Education assumes the existence of diversity. Management of diversity in education reflects the dilemma between one need and another, when both are necessary. The tension between the inherent tendency of organization to reduce diversity and the educational aspiration to actualize individual potential is considered here to be the heart of the educational challenge, and the analysis and discussion of its implications for the management of education is the main intention of this discussion.
Publication Year: 2017    |    Updated in ITEC: May 28, 2017
Preservice Teachers
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
This review focuses on research related to how prospective teachers (PSTs) learn to connect to children’s mathematical thinking (CMT) and children’s cultural funds of knowledge (CFoK) in mathematics instruction.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
Theories & Approaches
What’s Missing in Most of Our Early Childhood Degrees? Focusing More Deeply on Relationships and Learning with Infants, Toddlers, and their Families
This study explored whether early childhood teachers were being prepared in coursework and field experiences to meet Washington state and nationally accepted core knowledge and broad competency areas for preparation of the infant-toddler workforce. A review of early childhood degree programs found an overall insufficient emphasis on a deeper understanding of holistic infant early development and intervention, as well as mental health and observable, evidence-based interactions that promote child and family resilience at the level of the individual early childhood educator’s preparation.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
Teacher Education Programs
First-Year Practicum Experiences for Preservice Early Childhood Education Teachers Working with Birth-to-3-Year-Olds: An Australasian Experience
The present article reports on a project, “Collaboration of Universities Pedagogies of Infants’ and Toddlers’ Development—‘down under’ (CUPID)". This project evaluated the practicum experiences of 1st-year preservice initial teacher education (ITE) students at five universities across Australia and New Zealand engaging in early childhood education (ECE) teacher programs. The results from year 1 of their qualification experiences highlight the diverse and complex approaches to practicum experiences, ranging from specialized events with birth-to-3-year-olds to generic practicum with a wider age group. The implications of the practicum experience, in its many iterations, are explored in terms of the treatment of infant and toddler pedagogy as a specialization, and as an integrated component of the curriculum.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
Mentoring & Supervision
Cultivating Relationships with School Placement Stakeholders: The Perspective of the Cooperating Teacher
This article investigates how and what type of relationships cooperating teachers (CTs) can develop with student teachers (STs) and university tutors (UTs) to enhance the school placement process. By facilitating collaborative relationships, a CT’s learning experience can be positively enhanced and a ST is provided with a scaffolded entry into the teaching profession. As the relationships in the study had various degrees of mutual engagement, joint enterprise and a shared repertoire, it allowed the ongoing interactions between various stakeholders to be labelled ‘communities’. The approaches of the CTs in developing communities were either enabled or challenged by other members in the school placement process.
Publication Year: 2016    |    Updated in ITEC: June 14, 2017
Teacher Educators
Getting Inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice
Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics teacher educators (TEs) across three institutions.
Publication Year: 2016    |    Updated in ITEC: June 20, 2017



Show
Subscribe