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Last update: September 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
Novice Teachers as ‘Invisible’ Learners
This study focuses on the way novice teachers, who are part of a one-year postgraduate diploma in post-primary teaching, have opted to negotiate their status as school teachers. In particular, it asks why novice teachers prefer to hide as they scramble to learn how to teach. Findings suggest that without quality mentoring support, our pre-service teachers prefer to become ‘invisible’ as learners. The authors identified three pre-professional stances: fragile, robust and competitive. The key finding is that none of these pre-professional stances mitigate pre-service students’ lack of negotiating power.
Publication Year: 2012    |    Updated in ITEC: September 7, 2017
Instruction in Teacher Training
Video Narratives to Assess Student Teachers’ Competence as New Teachers
This article describes one postgraduate teacher education programme, where video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. The findings revealed that most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development.
Publication Year: 2016    |    Updated in ITEC: September 11, 2017
Professional Development
Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development
This study presents an evaluation of a theory-based trajectory for professional development called FeTiP (FeedbackTheory into Practice). It aims to have an observable effect on teacher classroom behavior. The authors describe the effects of FeTiP on the feedback behavior of teachers and attempt to explain why these effects occurred. The findings reveal that teachers showed significant progress in the frequency of the feedback they provided after following FeTiP. In the post-tests, they also provided significantly more specific feedback, and their ratio of positive and negative feedback increased. The authors found no differences for age, gender, or experience in the total frequency of feedback, specific feedback, and the ratio of positive and negative feedback at the pre-test condition.
Publication Year: 2015    |    Updated in ITEC: September 14, 2017
ICT & Teaching
Enabling Collaboration and Video Assessment: Exposing Trends in Science Preservice Teachers’ Assessments
In this paper, the authors describe a new, free resource for continuous video assessment named YouDemo. This tool enables real time rating of uploaded YouTube videos for use in science, technology, engineering, and mathematics (STEM) education and beyond. The authors discuss the discrepancies between preservice science teachers’ assessments of self- and peer-created videos using the tool. The findings reveal that preservice teachers, who used the YouDemo, engaged in reflection and discussion on a deeper level than traditional means of pedagogical skill building in the classroom. Furthermore, preservice teachers perceived continuous video rating beneficial in enabling video assessment, promoting critical thinking, and increasing engagement the authors found that based on the discrepancies we found in peer and self-evaluations.
Publication Year: 2016    |    Updated in ITEC: September 19, 2017
Research Methods
Proximal Ethnography: ‘Inside-Out-Inside’ Research and the Impact of Shared Metaphors of Learning
This article investigates the way Higher Education (HE) students use metaphors to make tangible the lived and living experience of learning. It provides a contemporary development of the ethnographic paradigm by offering a new model termed ‘proximal ethnography’ to capture the sense of inside-out-inside research, of being what one has studied. In this innovative model, the researcher shares the same experiences as the observed but does so outside their specific domain. The findings reveal that students possessed a hierarchy of motivating drivers; some of these remained stable while others fluctuated. Students' acceptance of this instability helped them succeed on their course.
Publication Year: 2013    |    Updated in ITEC: September 12, 2017
Multiculturalism & Diversity
Joining the Dots between Teacher Education and Widening Participation in Higher Education
This article examines the barriers to accessing teacher education for students from excluded groups both theoretically and in practice – using two examples: one in the North West of England and the second in Queensland, Australia. The findings reveal that expanding the diversity of the teaching profession is an important way in which higher education (HE) institutions can contribute to the overall goal of widening participation in HE as schools are fundamental to shaping who participates in HE. As the gap between the rich and poor widens, the authors argue that it is time for a change in the way potential student teachers access HE and the curriculum if we are to address the needs of under-represented learners.
Publication Year: 2016    |    Updated in ITEC: September 13, 2017
Preservice Teachers
Knowledge and Knowing in Mathematics and Pedagogy: A Case Study of Mathematics Student Teachers’ Epistemological Beliefs
The current study examines the challenges that students experience in the consolidation of knowledge in mathematics and education. The findings reveal that the epistemological beliefs of the three students differed between the two disciplines. The authors argue that all the students tended to regard mathematical knowledge as certain and coherent in nature. In education, however, they relied more on personal opinions and experiences as sources and justifications of knowledge. They also identify six main areas that can challenge the consolidation of mathematical and pedagogical knowledge.
Publication Year: 2015    |    Updated in ITEC: September 13, 2017
Theories & Approaches
Knowing and Understanding More About Teaching and Learning as an Activity
In this article, the author is talking about non-formal education. The goals, content, methods of teaching, ways of achievement measuring, and all the other aspects of non-formal education can differ widely. Also, teachers working in non-formal education can be very different from each other from many aspects, e.g., the training they got before starting any type of non-formal teaching. They can also be different if they had or still have any experience in mainstream education ("schooling"). We should pay much more attention to non-formal education than we did typically, i.e., without thinking that non-formal education would be better than formal education or the opposite. They are different, but based on the same roots. There are dozens of crucial issues such as What kinds of knowledge can be constructed in non-formal education?
Publication Year: 2017    |    Updated in ITEC: September 12, 2017
Teacher Education Programs
Accelerated Training for Applicants Seeking a Second-Career in Teaching
Two facts should be considered by those concerned with the teaching workforce in Israel. The first is that the profession does not attract "the best and the brightest" needed for education in the 21st century and that for many applicants it is a default option. The second is that rapid changes in the employment market force many workers to abandon one type of work for another. The challenge is to recruit them and then properly train them in both pre-service education and continuous professional development, while creating conditions to insure their retention in the system. In this context the accelerated programs have been found to make a positive contribution. In Israel alternative teacher training programs for retired army personnel are well-known as is the recommendation of the Dovrat committee (2005) to allow graduates with B.A. degrees to enter teaching before obtaining a teaching license.
Publication Year: 2017    |    Updated in ITEC: September 13, 2017
Mentoring & Supervision
Teacher Involvement in Pre-service Teacher Education
This article examined the involvement of in-service teachers in teacher education programs. Specifically, the author asked: 1. in what ways have in-service teachers been involved in pre-service teacher education, beyond the traditional role of the cooperating teacher? 2. what are in-service teachers’ views on teacher involvement in pre-service teacher education and are they willing to become more involved? The author used al litrature review and a survey to collect data. Based on the literature review, there are many potential benefits to increased teacher involvement in pre-service teacher education, including the professionalization of the teaching profession, and, ultimately, better preparing pre-service teachers for the realities of the classroom. The results of the survey indicated that most teachers would consider becoming more involved, if given the opportunity.
Publication Year: 2013    |    Updated in ITEC: September 19, 2017
Teacher Educators
Mathematics Teacher Educators Focusing on Equity: Potential Challenges and Resolutions
This study aimed to create understandings across mathematics teacher educators' (MTEs) self-reports about the challenges they encountered and the resolutions they implemented when teaching mathematics methods courses through a lens of equity. The authors identified several self-reported challenges and resolutions that emerged from the data: loci of challenges, nature of challenges, and nature of resolusions.
Publication Year: 2015    |    Updated in ITEC: September 5, 2017



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