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    <title>Updates for MOFET ITEC - International Portal of Teacher Education</title>
    <link>http://itec.macam.ac.il/portal/</link>
    <description><![CDATA[Contains new articles and information on various subjects from the MOFET ITEC - International Portal of Teacher Education web site.]]></description>
    <language>en-US</language>
    <pubDate>Thu, 17 May 2012 22:11:02 GMT</pubDate>
    <managingEditor>itecportal@macam.ac.il</managingEditor>
    <item>
      <title><![CDATA[White Institutional Presence: The Impact of Whiteness on Campus Climate]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2597</link>
      <description><![CDATA[In this article, the author focuses on African American undergraduates to illuminate the consequences of situated White academic beliefs, procedures, and traditions on social and academic life at predominantly white institutions (PWIs). The author proposes White institutional presence (WIP) as a framework that can enhance understanding of embedded ideologies of Whiteness and provide a meaningful guide for institutional reflection. The manifestation of WIP can be categorized into four intricately linked attributes: White ascendancy, monoculturalism, White blindness, and White estrangement. ]]></description>
      <pubDate>Wed, 04 Apr 2012 17:54:35 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2597</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=45">Multiculturalism &amp; Diversity</category>
    </item>
    <item>
      <title><![CDATA[Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2583</link>
      <description><![CDATA[The triangulated approach of this review assesses (a) the association of a neighborhood’s racial segregation and low level of economic resources to less academic success, (b) whether certain neighborhood social processes lower children’s educational performance, and (c) if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas. 

]]></description>
      <pubDate>Wed, 14 Mar 2012 13:10:14 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2583</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=45">Multiculturalism &amp; Diversity</category>
    </item>
    <item>
      <title><![CDATA[Integrated, Marginal, and Resilient: Race, Class, and the Diverse Experiences of White First-Generation College Students]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2573</link>
      <description><![CDATA[The goal of this study is to gain a better understanding of the experiences of persistent, first-generation students. The author conducted in-depth interviews with 28 white, first-generation, working-class students. The author found three patterns of adjustment among these students. First, slightly more than half of the students seemed well-integrated into campus life. Second, about a quarter of the students experienced persistent and debilitating feelings of marginality. Finally, another quarter overcame their feelings of marginality en route to becoming socially and academically engaged. 
]]></description>
      <pubDate>Mon, 12 Mar 2012 16:37:37 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2573</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=45">Multiculturalism &amp; Diversity</category>
    </item>
    <item>
      <title><![CDATA[Bedouin Special-Education Teachers as Agents of Social Change]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2540</link>
      <description><![CDATA[This study examines the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results show that the teachers aspire to become agents of social change in three spheres. 

]]></description>
      <pubDate>Wed, 08 Feb 2012 14:06:40 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2540</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=45">Multiculturalism &amp; Diversity</category>
    </item>
    <item>
      <title><![CDATA[The Contribution of Gaining an Academic Qualification to Teachers’ Professional Learning]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2624</link>
      <description><![CDATA[In recent years, there has been an increasing trend for experienced primary teachers to undertake a degree qualification in New Zealand. This study was interested to examine the question ‘In what ways does the completion of a Bachelor of Education (Teaching) degree contribute to practicing primary teachers’ professional learning?’ Quantitative and Qualitative data were collected through questionnaire, and semi-structured interviews. 202 primary teachers responded to the questionnaire and eight teacher were interviewed. The teachers’ questionnaire and interview responses provided convincing evidence that they perceived that degree study had made a significant contribution to their professional learning.]]></description>
      <pubDate>Mon, 14 May 2012 18:16:12 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2624</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=44">Professional Development</category>
    </item>
    <item>
      <title><![CDATA[Professional Development for Technology-Enhanced Inquiry Science]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2615</link>
      <description><![CDATA[This paper uses knowledge integration framework to analyze studies on professional development in technology-enhanced science. The question of how professional development enhances teachers’ support for students’ inquiry science learning is the focus of the work. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms. 
]]></description>
      <pubDate>Tue, 24 Apr 2012 11:14:45 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2615</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=44">Professional Development</category>
    </item>
    <item>
      <title><![CDATA[Conceptualizing Teacher Professional Learning]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2614</link>
      <description><![CDATA[In this paper, the authors adopt a complexity theory framework to review the literature on teachers’ professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices. The authors conclude that to understand teacher learning scholars must adopt methodological practices that focus on explanatory causality and the reciprocal influences of all three subsystems.]]></description>
      <pubDate>Tue, 24 Apr 2012 11:00:28 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2614</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=44">Professional Development</category>
    </item>
    <item>
      <title><![CDATA[Building Family Partnerships: The Journey From Preservice Preparation to Classroom Practice]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2607</link>
      <description><![CDATA[The current study reports the relationship of an undergraduate course in family and community relations to the teaching practices of 1st-, 2nd-, and 3rd-year elementary and early childhood education graduates of a mid-sized Midwestern university. Quantitative measures indicated minimal differences between groups. Qualitatively, however, treatment group members reported engaging families in creative, less standardized levels of involvement than members of the control group. ]]></description>
      <pubDate>Sun, 22 Apr 2012 13:46:55 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2607</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=44">Professional Development</category>
    </item>
    <item>
      <title><![CDATA[Beliefs About Classroom Practices and Teachers’ Education Level: An Examination of Developmentally Appropriate and Inappropriate Beliefs in Early Childhood Classrooms]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2621</link>
      <description><![CDATA[The purpose of this study was to investigate the relationship between teachers’ educational levels and teacher beliefs about practices in early childhood classrooms. The authors examined differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms on their beliefs about developmentally appropriate and inappropriate practices. Primary findings suggest significant differences between lead teachers and teacher assistants in terms of their beliefs about both developmentally appropriate and inappropriate practices. 
]]></description>
      <pubDate>Wed, 09 May 2012 15:19:35 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2621</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=43">Teacher Education &amp; Instruction</category>
    </item>
    <item>
      <title><![CDATA[Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2617</link>
      <description><![CDATA[This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them.]]></description>
      <pubDate>Tue, 24 Apr 2012 11:44:26 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2617</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=43">Teacher Education &amp; Instruction</category>
    </item>
    <item>
      <title><![CDATA[The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2616</link>
      <description><![CDATA[The authors investigated the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement by using a meta-analytic approach. Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. ]]></description>
      <pubDate>Tue, 24 Apr 2012 11:31:31 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2616</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=43">Teacher Education &amp; Instruction</category>
    </item>
    <item>
      <title><![CDATA[Teacher Education Students’ Perceptions of the Value of Handouts Accompanying Teacher Educators’ Computer-Generated Slide Presentations]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2612</link>
      <description><![CDATA[The current mixed-methods study investigated the perceptions of 304 teacher education students regarding the learning-related value of handouts accompanying teacher educators’ computer-generated slide presentations. The extent to which graduate and undergraduate students differed in their perceptions was also investigated. The results revealed that handouts that accompany computer-generated slide presentations served as a crucial learning tool for students in their teacher education experiences. This study also found that amount of detail provided in a handout affects the degree of perceived student learning]]></description>
      <pubDate>Tue, 24 Apr 2012 10:13:18 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2612</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=43">Teacher Education &amp; Instruction</category>
    </item>
    <item>
      <title><![CDATA[What is to be Done? The Place of Action Research]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2591</link>
      <description><![CDATA[Action research aims to explore new ways of doing things, new ways of thinking, and new ways of relating to one another and to the world.  In this article, the author wants to explore the place of action research in shaping and making history by changing what is done. The author argues that the first concern of action researchers should be the contribution of their action to history, not so much to theory. To find out what needs to be done differently, we need action research that will inform our individual praxis and inform our collective praxis. ]]></description>
      <pubDate>Tue, 27 Mar 2012 15:50:06 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2591</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=42">Research Methods</category>
    </item>
    <item>
      <title><![CDATA[The Collaborative Production of Meaningful Measure(ment)s: Preliminary Insights into a Work in Progress]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2574</link>
      <description><![CDATA[ This paper introduces a tri-national research and development project. The project aims to develop indicators for the cross-sectoral and interdisciplinary educational task ‘education for sustainable development’ (ESD). These indicators are meant to help monitor the implementation of ESD efforts in schools and institutions of higher education. The article focuses on how a variety of stakeholders are included in the process of developing a set of ESD indicators in the course of the project. ]]></description>
      <pubDate>Mon, 12 Mar 2012 17:15:19 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2574</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=42">Research Methods</category>
    </item>
    <item>
      <title><![CDATA[Collaborative Research and Teacher Education]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2571</link>
      <description><![CDATA[In this article, the author investigates how collaborative teacher research can reposition teachers to be powerful stakeholders and policymakers rather than skilled technicians and implementers. The author concludes that teacher certification programs should  implement the standards and assessments their districts provide them. Furthermore, certification programs should seek to establish opportunities for teacher research with experienced teacher mentors, administrators, and academics.]]></description>
      <pubDate>Wed, 07 Mar 2012 18:52:21 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2571</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=42">Research Methods</category>
    </item>
    <item>
      <title><![CDATA[Examining the Long‐term Impact of Collaborative Action Research on Teacher Identity and Practice: The Perceptions of K–12 Teachers]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2542</link>
      <description><![CDATA[This qualitative, phenomenological study focused on understanding the lived experiences of 10 teachers before, during, and after engaging in action research. Outcomes revealed that several aspects of teacher identity and classroom practice were changed. ]]></description>
      <pubDate>Wed, 08 Feb 2012 15:14:18 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2542</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=42">Research Methods</category>
    </item>
    <item>
      <title><![CDATA[Development of Mentor Teacher Role Inventory]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2568</link>
      <description><![CDATA[The main purpose of the present research is to investigate the perceptions of the student teachers regarding mentor roles and create a reliable Mentor Teacher Role Inventory (MTRI) for a distance English Teacher Training context. The analysis shows that the MTRI is a very valid and reliable instrument. The author concludes that an imperative implication of the present study is that a reliable and valid Mentor Teacher Role Inventory is constructed. The analysis of the MTRI yielded mentor dimensions similar to those reported in previous literature increasing the confidence in the stability of these mentor roles. ]]></description>
      <pubDate>Wed, 07 Mar 2012 15:11:21 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2568</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=46">Mentoring &amp; Supervision</category>
    </item>
    <item>
      <title><![CDATA[Effects of Coaching on Teacher Use of Sociocultural Instructional Practices]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2534</link>
      <description><![CDATA[The current study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, 
and (c) changes in classroom organization. 
]]></description>
      <pubDate>Tue, 07 Feb 2012 15:36:45 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2534</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=46">Mentoring &amp; Supervision</category>
    </item>
    <item>
      <title><![CDATA[Dual Roles – Conflicting Purposes: A Comparative Study on Perceptions on Assessment in Mentoring Relations during Practicum]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2531</link>
      <description><![CDATA[This article describes a comparative study which conducted in Norway, Israel and The Netherlands to examine the perceptions of mentors and mentees the nature of assessment in practice teaching. The participants were 74 student teachers and 52 mentors from these three countries. The authors found high agreement between mentors and students on a number of issues related to assessment in mentoring both in the nature of teaching as well in the process of mentoring. This study also found that there is a similar level of agreement in the three contexts regarding what to assess and how the assessment is done as there is about the mentoring activity.]]></description>
      <pubDate>Tue, 31 Jan 2012 15:40:29 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2531</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=46">Mentoring &amp; Supervision</category>
    </item>
    <item>
      <title><![CDATA[The Problematic Context of Mentoring: Evidence from an English Language Teaching Department at a Turkish University]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2511</link>
      <description><![CDATA[The purpose of this study is to investigate the participants’ perceptions and experiences about the concepts of ‘mentor’ and ‘mentoring’. Six English Language Teaching Department (ELT) students, who were in the final year of their training and one English teacher who was the subject mentor of the students at the practice school participated in the study. The findings demonstrate that the students found mentoring useful, particularly in putting theory into practice, and working in an authentic teaching environment. However, the students obviously needed more critical, constructive, structured, and immediate assistance and feedback for their survival stage of teaching, which is an important responsibility of a mentor.  ]]></description>
      <pubDate>Mon, 02 Jan 2012 16:13:12 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2511</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=46">Mentoring &amp; Supervision</category>
    </item>
    <item>
      <title><![CDATA[Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2604</link>
      <description><![CDATA[Interviews conducted study with dozens of preschool teachers in multiple U.S. cities, as part of Children Crossing Borders study, revealed a specific immigrant teacher critique of typical English language modeling techniques. These immigrant teachers reposition children's home languages as a valuable form of expression and thus argue for a more empathetic and constructivist view of children of immigrants. Hence, the author argues that early childhood educators need to talk honestly with students about the implications of their responses to children of immigrants in the classroom.]]></description>
      <pubDate>Wed, 18 Apr 2012 17:44:16 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2604</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=51">Teacher Educators</category>
    </item>
    <item>
      <title><![CDATA[Inside Research, Inside Ourselves: Teacher Educators Take Stock of their Research Practice]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2595</link>
      <description><![CDATA[The present paper describes the efforts of a group of teacher educators in a university education department in UK used action research to examine their research situation, and what conclusions they reached. Four major themes were identified in the researchers' analysis: benefits from their collaboration; greater understanding of themselves as researchers; broadened research perspectives; and barriers to their own research and how they might be surmounted. All the researchers realized that collaborative action research helped them to see their situations more clearly and they felt stronger as a result.]]></description>
      <pubDate>Mon, 02 Apr 2012 18:38:38 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2595</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=51">Teacher Educators</category>
    </item>
    <item>
      <title><![CDATA[Investigating Finnish Teacher Educators’ Views on Research‐Based Teacher Education]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2555</link>
      <description><![CDATA[In this article, the authors examine Finnish teacher educators’ views on research‐based teacher education. The results showed that teacher educators appreciate the research‐based approach to which the university is committed, although they were skeptical about how well this vision transfers to the students.]]></description>
      <pubDate>Tue, 14 Feb 2012 14:27:18 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2555</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=51">Teacher Educators</category>
    </item>
    <item>
      <title><![CDATA[Feudalism and Academia: UK Academics’ Accounts of Research Culture]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2532</link>
      <description><![CDATA[The purpose of this research is to explore the characteristics of university education department in the UK, which have achieved a high ranking in the UK government’s Research Assessment Exercise. The author aims to recast contemporary academia through the dystopian lens of a medieval feudal order.]]></description>
      <pubDate>Mon, 06 Feb 2012 17:32:30 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2532</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=51">Teacher Educators</category>
    </item>
    <item>
      <title><![CDATA[Extended Time Testing Accommodations for Students With Disabilities: Answers to Five Fundamental Questions]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2585</link>
      <description><![CDATA[Extended time is one of the most common testing accommodations provided to students with disabilities. This paper reviews a wide variety of empirical evidence to draw conclusions about the appropriateness of extended time accommodations. 

]]></description>
      <pubDate>Wed, 14 Mar 2012 13:32:15 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2585</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=50">Special Education</category>
    </item>
    <item>
      <title><![CDATA[Included Students with Autism and Access to General Curriculum: What Is Being Provided?]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2578</link>
      <description><![CDATA[This literature review examines access to the general curriculum for students with autism by looking at the following: 
(a) a description of the landscape of curriculum modifications and instructional accommodations for students with autism; 
(b) a review of research conducted on the meaning and degree of access to the general curriculum for students with disabilities, since there were none specifically for students with autism; and (c) specific studies on the inclusion of students with autism.]]></description>
      <pubDate>Tue, 13 Mar 2012 13:45:34 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2578</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=50">Special Education</category>
    </item>
    <item>
      <title><![CDATA[Special Education Teachers’ Use of Assistive Technology With Students Who Have Severe Disabilities]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2549</link>
      <description><![CDATA[This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities. It was found that out of seven independent variables, teacher preparedness was determined to be the primary significant predictor of student assistive technology use. Implications of the findings are discussed in light of the way in which teacher preparation can be enhanced to support teachers’ integration of assistive technology.]]></description>
      <pubDate>Mon, 13 Feb 2012 17:11:56 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2549</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=50">Special Education</category>
    </item>
    <item>
      <title><![CDATA[Citizenship and Self-Determination for Individuals With Cognitive Disabilities: The Interdependence of Social Studies and Special Education]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2528</link>
      <description><![CDATA[This article examines the ways to implement citizenship education in educational settings for individuals with cognitive disabilities. For their successful integration into society as contributing citizens, individuals with cognitive disabilities need self-determination skills such as autonomy, making choices, and self-regulation to be infused throughout their curriculum, and they should begin learning such skills as early as possible. ]]></description>
      <pubDate>Wed, 25 Jan 2012 11:33:01 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2528</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=50">Special Education</category>
    </item>
    <item>
      <title><![CDATA[Early Childhood Teacher Education: Historical Themes and Contemporary Issues]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2622</link>
      <description><![CDATA[In this article, the author situates contemporary issues in early childhood teacher education within the historical context of the kindergarten movement in the U.S. The author frames the discussion around two central questions that recur in contemporary pre-K expansion discourses: (a) What constitutes a qualified teacher?, and (b) What is high-quality early childhood teaching? 
]]></description>
      <pubDate>Wed, 09 May 2012 17:26:27 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2622</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=29">Teacher Education Programs</category>
    </item>
    <item>
      <title><![CDATA[Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2593</link>
      <description><![CDATA[This study explores social expectations around adequate knowledge for prospective secondary mathematics teachers in South Korea and the United States. The authors selected a sample of 49 teacher preparation institutions in South Korea and the United States. The findings suggest that transnational commonalities and national differences exist simultaneously, and examining both is necessary to better understand teacher knowledge. 
]]></description>
      <pubDate>Sun, 01 Apr 2012 13:32:43 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2593</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=29">Teacher Education Programs</category>
    </item>
    <item>
      <title><![CDATA[A Critical Analysis of Sustainability Education in Schooling’s Bureaucracy: Barriers and Small Openings in Teacher Education]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2575</link>
      <description><![CDATA[In this article, the author reflects on his last 15 years of experience as an environmental education researcher and teacher education faculty member. Through the personal reflections of narrative inquiry, the author observes and interprets the changes he has witnessed and participated in at the state, university, college, and department level, and also on the bureaucratic forces. The author argues that such changes can begin with sustainability-responsive course revisions, and can connect to more significant changes in college and state programs and policies. ]]></description>
      <pubDate>Mon, 12 Mar 2012 17:44:26 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2575</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=29">Teacher Education Programs</category>
    </item>
    <item>
      <title><![CDATA[Please Mind the Culture Gap: Intercultural Development During a Teacher Education Study Abroad Program]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2544</link>
      <description><![CDATA[This study explores a preservice teacher’s intercultural development over the course of a semester-long teacher education study abroad program in England. The preservice teacher experienced cultural dissonance during her immersion in the cultural context in England. Her immersion experience provided her with the opportunity to have the experience of being a cultural outsider. The authors conclude that such study abroad programs can be powerful vehicles in teacher educators’ efforts to prepare preservice teachers for work with culturally diverse students.]]></description>
      <pubDate>Wed, 08 Feb 2012 17:05:24 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2544</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=29">Teacher Education Programs</category>
    </item>
    <item>
      <title><![CDATA[The Effect of Portfolios on Students’ Learning: Student Teachers’ Views]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2620</link>
      <description><![CDATA[This study was conducted to reveal how students perceived their experience of preparing portfolios and the effects of the portfolio process on their learning. The participants were 35 fourth-year biology student teachers enrolled in the course ‘Assessment and evaluation’ in the Faculty of Education at Karadeniz Technical University, Turkey. Five themes were drawn from the analysis of the students’ written reflections in their portfolios, regarding how they perceived the portfolio process and its effects on their learning. ]]></description>
      <pubDate>Mon, 07 May 2012 11:36:45 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2620</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=28">Preservice Students</category>
    </item>
    <item>
      <title><![CDATA[Preservice Mathematics and Science Teachers’ Inquiry Into New Literacy Practices of the Internet]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2611</link>
      <description><![CDATA[This article emphasizes features of Internet literacy practices that preservice mathematics and science teachers found compelling and important for their pupils’ learning. 24 mathematics and science preservice teachers (PSTs) conducted a scaffolded investigation into the literacy practices of pupils in their practicum placements. These investigations clearly demonstrated to PSTs that Internet literacies create new demands on comprehension strategies that are in some ways similar to traditional literacies but in many respects go beyond them. 

]]></description>
      <pubDate>Sun, 22 Apr 2012 17:21:18 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2611</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=28">Preservice Students</category>
    </item>
    <item>
      <title><![CDATA[ Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2609</link>
      <description><![CDATA[The current study explored contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B). Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE).]]></description>
      <pubDate>Sun, 22 Apr 2012 15:31:05 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2609</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=28">Preservice Students</category>
    </item>
    <item>
      <title><![CDATA[Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2608</link>
      <description><![CDATA[The current study examines the self-efficacy of one preservice elementary school teacher during and after her participation in an elementary preservice science methods course. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail. 



]]></description>
      <pubDate>Sun, 22 Apr 2012 14:40:23 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2608</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=28">Preservice Students</category>
    </item>
    <item>
      <title><![CDATA[The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2613</link>
      <description><![CDATA[The current review critically examines 15 empirical studies, conducted since the mid-1980s, on the effects of support, guidance, and orientation programs—known as induction—for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement. 

]]></description>
      <pubDate>Tue, 24 Apr 2012 10:48:12 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2613</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=27">Beginning Teachers</category>
    </item>
    <item>
      <title><![CDATA[The First Three Years: Experiences of Early Career Teachers]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2596</link>
      <description><![CDATA[This small-scale research study explores early career teachers' (ECTs) perceptions of factors shaping the quality of their early professional learning (EPL) experiences. Their perspective relating to curriculum change and its impact on EPL is considered. 14 early career secondary geography teachers in Scotland participated in this study. The data gathered indicate that departmental or faculty groupings can form the basis of post-induction support and play a crucial role in enhancing or constraining ECTs’ EPL and attitudes towards curriculum change.]]></description>
      <pubDate>Tue, 03 Apr 2012 16:54:15 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2596</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=27">Beginning Teachers</category>
    </item>
    <item>
      <title><![CDATA[Bridging the Gap between Expert-Novice Differences: The Model-Based Feedback Approach]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2579</link>
      <description><![CDATA[The current research aims to add to the body of knowledge about different types of feedback. This paper reports the investigation of different types of automated model-based feedback. The study examined three forms of model-based feedback using different methods-concept mapping and written text-for presenting the solution of a task to be solved. Seventy-four students from a German university participated in this experimental study and were randomly assigned to one of the three experimental groups: (a) cutaway feedback, (b) discrepancy feedback, and (c) expert feedback.]]></description>
      <pubDate>Tue, 13 Mar 2012 16:09:47 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2579</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=27">Beginning Teachers</category>
    </item>
    <item>
      <title><![CDATA[Interns’ Use of Video Cases to Problematize Their Practice: Crash, Burn and (Maybe) Learn]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2552</link>
      <description><![CDATA[In this article, the authors explore the following question: To what extent and in what ways does constructing a video case of their own discussion-based teaching help interns reflect on their teaching? The authors report three main findings: the interns’ frame of mind toward using video as a tool for reflection changed from closed to more open; observations became more specific, complex and more focused on instruction and student interaction; and the audience for the case influenced what interns paid attention to.]]></description>
      <pubDate>Thu, 16 Feb 2012 12:15:37 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2552</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=27">Beginning Teachers</category>
    </item>
    <item>
      <title><![CDATA[Program Portfolios: Documenting Teachers’ Growth in Reflection-Based Inquiry]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2594</link>
      <description><![CDATA[In this study, the authors examined whether critical reflections within the portfolio could provide evidence of teachers’ engagement in reflection-based inquiry as well as levels of development of reflection. 51 teachers who enrolled to in a graduate-level program in a college of education. Data consisted of five sets of required prompted reflections that were written for the program portfolio. Analysis of the reflections revealed that teachers’ incorporation of inquiry changed as they proceeded through the coursework. ]]></description>
      <pubDate>Mon, 02 Apr 2012 15:52:19 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2594</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=26">Teaching Assessment</category>
    </item>
    <item>
      <title><![CDATA[Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2563</link>
      <description><![CDATA[In this article, the authors describe the strategic response of one teacher education program to the challenges of implementing a set of new high-stakes state teaching performance assessment policies. These state policy mandates were perceived by faculty and staff to intrude strongly on the integrity of local program values and practices. In a strategic effort to negotiate the tension between these perceptions and the institutional necessity of implementing the new policies, the authors developed an approach to policy implementation aimed at shifting the discourse of implementation from a focus on compliance to a focus on inquiry.]]></description>
      <pubDate>Wed, 29 Feb 2012 11:49:32 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2563</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=26">Teaching Assessment</category>
    </item>
    <item>
      <title><![CDATA[Assessing, Teaming, and Reflecting: Student Outcomes From Participating in a Play-Based Assessment]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2514</link>
      <description><![CDATA[This paper describes the logistics and process to conduct a play-based assessment (PBA)  within the context of an early childhood special education (ECSE) assessment course required for early childhood education (ECE) and ECSE students. The paper describes the characteristics of the participating students and PBA children and families. The article also elaborates the three components of the PBA process: assessing, teaming and reflecting. Furthermore, the article addresses the difficulties along with possible solutions for each of these three components.
]]></description>
      <pubDate>Thu, 05 Jan 2012 18:34:20 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2514</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=26">Teaching Assessment</category>
    </item>
    <item>
      <title><![CDATA[Primary and Secondary Teachers’ Conceptions of Assessment: A Qualitative Study]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2490</link>
      <description><![CDATA[This article presents a particular framework of teachers’ conceptions about assessment in school. Fifty teachers of primary and secondary school were interviewed. The results allowed building a model of conceptions of assessment. This model comprises four dimensions about the effects of assessment on: teaching, learning, accountability of teachers and schools to different audiences and stakeholders, and the certification of achievement.
]]></description>
      <pubDate>Thu, 15 Dec 2011 21:54:16 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2490</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=26">Teaching Assessment</category>
    </item>
    <item>
      <title><![CDATA[Googling The Group: Teacher Education Through ICT]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2618</link>
      <description><![CDATA[Information and Communication Technologies (ICT) has touched and influenced every aspect of human life including education. Google group, one of the applications of ICT and web 2.0 tools seems to be easy to apply in the field of education in general and pre-service teacher education in particular. Therefore, the researcher was interested to examine how to apply Google groups, how learners can participate, what are the benefits of using Google group, in pre-service teacher training. 

]]></description>
      <pubDate>Sun, 29 Apr 2012 16:05:08 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2618</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=25">Technology &amp; Computers</category>
    </item>
    <item>
      <title><![CDATA[Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2610</link>
      <description><![CDATA[This article proposes a framework that outlines particular characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice.]]></description>
      <pubDate>Sun, 22 Apr 2012 17:11:05 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2610</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=25">Technology &amp; Computers</category>
    </item>
    <item>
      <title><![CDATA[Effectiveness of Computer-Assisted Instruction in Statistics: A Meta-Analysis]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2605</link>
      <description><![CDATA[This study examined a range of specific features that presumably influence the effectiveness of computer-assisted statistics instruction, such as the level of learner engagement, learner control, and the nature of feedback. The authors’ analyses revealed three statistically significant findings: larger effects were reported in studies in which treatment groups received more instructional time than control groups, in studies that recruited graduate students as participants, and in studies employing an embedded assessment.]]></description>
      <pubDate>Sun, 22 Apr 2012 11:30:00 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2605</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=25">Technology &amp; Computers</category>
    </item>
    <item>
      <title><![CDATA[Using Digital Primary Sources to Teach Historical Perspective to Preservice Teachers]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2598</link>
      <description><![CDATA[The current article describes the experiences of elementary education majors during their social studies methods course.  
The authors used digital primary sources to teach historical perspective and to model historical inquiry teaching strategies for use in elementary classrooms. The students indicated that their experiences were positive and that digital resources had great potential for elementary classroom use. ]]></description>
      <pubDate>Mon, 16 Apr 2012 15:00:37 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2598</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=25">Technology &amp; Computers</category>
    </item>
    <item>
      <title><![CDATA[Learning to Teach in the Figured World of Reform Mathematics: Negotiating New Models of Identity]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2623</link>
      <description><![CDATA[In this article the authors analyze three episodes from an elementary mathematics teacher education class:  two where students were positioned as children learning mathematics and a more extended one where students were positioned as teachers. The instructors presented the figured world of reform pedagogy  in at least two ways over the course of the semester: by describing it and approximating it in class activities. The authors propose that by recognizing certain models of identity for children learning math, students in Mathematics for Elementary Teachers drew on corresponding models of identity for elementary mathematics teachers. ]]></description>
      <pubDate>Sun, 13 May 2012 14:00:16 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2623</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=24">Theories &amp; Approaches</category>
    </item>
    <item>
      <title><![CDATA[ It Is Complicated: Unpacking the Flow of Teacher Education’s Impact on Student Learning]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2589</link>
      <description><![CDATA[In this paper, the author argues that it is useful to look at three sets of relationships involved in gauging the impact of teacher education programs on P–12 student learning. These three sets are the impact of the teacher education program on the candidate’s knowledge, skills, and dispositions; the impact of the teacher’s knowledge, skills, and dispositions on her or his practice in the classroom; and the impact of the teacher’s practice on P–12 student learning. ]]></description>
      <pubDate>Mon, 26 Mar 2012 18:50:58 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2589</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=24">Theories &amp; Approaches</category>
    </item>
    <item>
      <title><![CDATA[Capturing Unique Dimensions of Youth Organized Activity Involvement: Theoretical and Methodological Considerations]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2584</link>
      <description><![CDATA[This paper investigates the complexities of assessing involvement and focuses specifically on the following organized activity dimensions: (a) breadth, (b) intensity, (c) duration/consistency, and (d) engagement. A conceptual model is presented to describe issues that are important to consider when assessing various dimensions of organized activity involvement in future research.]]></description>
      <pubDate>Wed, 14 Mar 2012 13:22:09 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2584</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=24">Theories &amp; Approaches</category>
    </item>
    <item>
      <title><![CDATA[Convening a Network within the European Conference on Educational Research: A History of the Social Justice and Intercultural Education Network]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2581</link>
      <description><![CDATA[The current article highlights the challenges facing convenors of one network, who wish to include researchers from diverse backgrounds, while at the same time enhancing the academic quality of the papers presented at the European Conference on Educational Research (ECER). This paper presents a brief history of 15 years of networking with a view to discussing some of the main issues which have emerged over the years. ]]></description>
      <pubDate>Wed, 14 Mar 2012 11:40:59 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2581</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=24">Theories &amp; Approaches</category>
    </item>
    <item>
      <title><![CDATA[Middle- and Upper-Middle-Class Parent Action for Urban Public Schools: Promise or Paradox?]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2626</link>
      <description><![CDATA[This study examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate existing patterns of inequality in public education. An ethnographic case study research design was utilized. The data reveal that neighborhood parent group members catalyzed community support for their local public school, attracting other middle- and upper-middle-class parents. The research findings suggest that middle- and upper-middle-class parents are in many instances key actors in processes of school and neighborhood change.
]]></description>
      <pubDate>Wed, 16 May 2012 17:36:39 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2626</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=23">Trends in Teacher Education</category>
    </item>
    <item>
      <title><![CDATA[Teacher Education: Its Problems and Some Prospects]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2619</link>
      <description><![CDATA[This article addresses a set of dilemmas that are associated with teaching, then with teacher education, and finally with the relation or linkage between the two. The authors also note the powerful role that inequality plays in any account of occupational competence in teaching, then conclude by exploring contemporary approaches to the reform or improvement of teacher education as a means of developing occupational competence.
]]></description>
      <pubDate>Sun, 06 May 2012 16:41:54 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2619</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=23">Trends in Teacher Education</category>
    </item>
    <item>
      <title><![CDATA[Transforming Teacher Education to Reform America’s P-20 Education System]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2588</link>
      <description><![CDATA[This article reviews reform efforts and examines their implications for positioning America to address the economic, political, and social challenges of the 21st century. The author concludes that it is critical that we transform teacher education programs as part of the educational transformational process. Teacher education programs must be transformed to ensure that future members of the profession are prepared to teach, counsel, and lead our schools and communities in the 21st century.]]></description>
      <pubDate>Wed, 21 Mar 2012 16:10:19 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2588</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=23">Trends in Teacher Education</category>
    </item>
    <item>
      <title><![CDATA[Preparing Globally Competent Teachers: A New Imperative for Teacher Education]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2587</link>
      <description><![CDATA[In this article, the author discusses the challenges globalization may bring to teacher education. Globalization brings many challenges to schools. To meet these challenges, schools need teachers who understand the implications of globalization, are able to effectively work with the increasingly culturally and linguistically diverse student population. The author describes some essential elements of a plan that prepare teachers to teach in the globalized world. The author concludes that in order to prepare this new generation of teachers, we need a teacher education system that is globally oriented.]]></description>
      <pubDate>Wed, 21 Mar 2012 16:00:32 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=2587</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=23">Trends in Teacher Education</category>
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