מכון מופ"ת - מרכז מידע - מאמרים חדשים בנושא הכשרת מורים

אודות מאמרים חדשים בנושא הכשרת מורים

רשימות של מאמרים חדשים בתחום הכשרת מורים. בכל רשימה מידע על מאמרים עדכניים שהתפרסמו במיטב כתבי עת ברחבי העולם

רשימת מאמרים חדשים בנושא הכשרת מורים

בטבלה שלפניכם מוצגת "רשימת מאמרים חדשים בנושא הכשרת מורים" של מכון מופ"ת. המאמרים מופיעים בסדר כרונולוגי יורד. ניתן לדפדף ברשימה על ידי בחירת טווח תאריכים. למידע נוסף על המאמר יש להקליק על כותרתו. לחיפוש, להזמנת עותקים ולהרשמה ללקטים יש להיכנס לממשק הרשימה באתר מרכז המידע.

Publications		בחירת תאריכים: מ	עד

עמוד 1 מתוך 142

TI: Learning (not) to become a teacher: A qualitative analysis of the job entrance issue

מאמרים

JN: Teaching and Teacher Education
AU: Isabel Rots; Geert Kelchtermans; Antonia Aelterman
תאריך פרסום:16/01/2012
AB: Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates’ decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers’ need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as “double-edged swords”, being at the same time important sources for recognition as for self-doubts and loss of job motivation.

TI: Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions

מאמרים

JN: Teaching and Teacher Education
AU: Randi Nevins Stanulis; Sarah Little; Erin Wibbens
תאריך פרסום:16/01/2012
AB: This study examines whether targeted mentoring can make a difference during the induction years. The effects of a mentoring intervention based on principles of instructional quality and effective professional development were studied. Learning to lead classroom discussions is a high-leverage practice related to effective teaching. Forty-two beginning elementary teachers participated in yearlong mentoring to lead discussions for higher-order thinking. These novices were compared to 41 beginning teachers in the same high-poverty school district who did not receive the mentoring treatment. Qualitative and quantitative findings illustrate significant differences in beginning teacher practices based on involvement in the intensive mentoring

TI: Construction of common interpretive spaces through intertextual loops – How teachers interpret multimodal learning materials

מאמרים

JN: Teaching and Teacher Education
AU: Yael Poyas; Billie Eilam
תאריך פרסום:16/01/2012
AB: This study draws on several theoretical domains: intertextuality, multimodality, and the pedagogy of multiliteracies. We introduced multimodal textbook materials to eleven experienced teachers and examined, through in-depth interviews, their approach to juxtapositions of literary texts and visual artwork. Our analysis revealed (a) three attitudes toward textbook juxtapositions: unconditional approval, conditional approval, and rejection; and (b) a three-phase pattern of behavior: identifying commonalities, repeatedly comparing texts, and interpreting juxtapositions as intertextual interpretive units. We suggest that enhancing teachers’ awareness of their own thought processes may promote their insight about the contribution of the weaving of visual art into literature instruction

TI: Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism

מאמרים

JN: Teaching and Teacher Education
AU: Altay Eren
תאריך פרסום:16/01/2012
AB: This study aimed to examine the mediating role of prospective teachers’ academic optimism in the relationship between their future time perspective and professional plans about teaching. A total of 396 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in order to examine the mediating role of academic optimism. Results demonstrated that the relationships between future time perspective and planned effort, planned persistence, and professional development aspirations were significantly and fully mediated by academic optimism; whereas the relationship between future time perspective and leadership aspirations was not.

TI: Culturally responsive teaching in the context of mathematics: a grounded theory case study

מאמרים

JN: Journal of Mathematics Teacher Education
AU: Emily P. Bonner; Thomasenia L. Adams
תאריך פרסום:16/01/2012
AB: In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These cornerstones were found to interact in unique ways. Results have implications for teachers of mathematics who aim to become more culturally responsive, mathematics teacher educators and supervisors, and school administrators who seek to promote equity in mathematics.

TI: Prospective teacher beliefs about liberative and oppressive mathematics teaching practices: a first step toward equitable instruction

מאמרים

JN: Journal of Mathematics Teacher Education
AU: Jan A. Yow
תאריך פרסום:16/01/2012
AB: This article reports findings from a study conducted within a teacher education program to help highlight the importance of equitable instruction of mathematics for all students. The researcher developed four scenarios of her oppressive and liberative teaching practices. Prospective teachers were then asked to write scenarios describing their oppressive and liberative teaching practices. Results showed that prospective teachers found it easier to write liberative teaching practices of themselves than oppressive examples. Scenario themes centered on allowing students ample time to understand mathematical concepts, having high expectations for all students, and addressing individual student’s needs. Developing prospective teachers who are aware of equity in teaching requires ample time to discuss authentic issues in diversity. Teacher educators need to be aware of their own oppressive and liberative teaching practices in doing such work.

TI: Learning to Teach and Teaching to Learn: Supporting the Development of New Social Justice Educators

מאמרים

JN: Teacher Education Quarterly
AU: Bree Picower
תאריך פרסום:16/01/2012
AB: This study explored the role that participating in a critical inquiry projeet (CIP) played on the devel-opment of new educators who aspire to teach from a social justice perspective. The study also examined how relationships between the firstj and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: new teacher induction and peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of SJE. It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice edueators and leaders.

TI: “Less Afraid to Have Them in My Classroom”: Understanding Pre-Service General Educators' Preceptions about Inclusion

מאמרים

JN: Teacher Education Quarterly
AU: Erica D. McCray; Patricia Alvarez McHatton
תאריך פרסום:16/01/2012
AB: The No Child Leff Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004) have resulted in greater numbers of students with dis- ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ H abilities (SWDs) receiving most of their instruction in general education settings. Specifically, in 2004 the majority (96%) of SWDs were being included in regular settings and just over half (52.1%) of these students spent most (79%) of the day in a general education classroom (U.S. Department of Education, 2009). Over the last decade, researchers have noted the continued trend toward educating SWDs in general education settings and underscored the need for all teachers to be prepared to work with all learners (Kavale & Forness, 2000; Mastropieri & Scruggs, 2001). At the time of the Study of Personnel Needs in Special Education (SPeNSE; 2001 ) data collection, 96% of general educators indicated they currently or had previously taught SWDs. Exceptional learners are spending increasingly more instructional time in the general education setting and will require high quality teachers who are willing and ready to meet their needs.

TI: Formalism Over Function: Compulsion, Courts, and the Rise of Educational Formalism in America, 1870–1930

מאמרים

JN: Teachers College Record
AU: Ethan L. Hutt
תאריך פרסום:16/01/2012
AB: Background/Context: Though the impact of the legal system in shaping public education over the last sixty years is unquestioned, scholars have largely overlooked the impact of the legal system on the early development and trajectory of public schools in America. Scholars have given particularly little attention to the period in the late nineteenth and early twentieth century, when states began passing laws requiring that children attend school for some portion of the year. These laws brought an end to the era of voluntary schooling in America while posing a difficult set of legal and educational questions for judges who had to interpret and apply them. The evolving logic of these decisions subsequently shaped the role, purpose, and form of education in America. Purpose/Objective/Research Question/Focus of Study: This article offers a legal history of compulsory education in the late nineteenth and early twentieth century. In doing so, it seeks to understand the role that courts played in shaping the character and development of the modern school system by examining court cases that stemmed from the passage of compulsory schooling laws. By examining decisions from both before and after the passage of these laws, it is possible to trace shifts in judicial thinking about the role and purpose of these laws and to recognize the role that these rulings played in developing a specific vision—and particular grammar—of schooling.

TI: The Social Perspective Taking Process: Strategies and Sources of Evidence in Taking Another’s Perspective

מאמרים

JN: Teachers College Record
AU: Hunter Gehlbach; Maureen E. Brinkworth
תאריך פרסום:16/01/2012
AB: Background/Context: Research indicates that social perspective taking—the capacity to discern the thoughts and feelings of others—plays a role in many important outcomes in schools. Despite the potential benefits for students and educators, little is known about social perspective taking (SPT) as a process. Purpose/Research Question: If educational researchers are ultimately to design interventions to help improve the perspective-taking capacities of those in schools, they need to fully understand the underlying process, that is, how social perspective taking actually happens. Particularly important is the need to understand what strategies individuals use and what sources of evidence they draw from when they take the perspective of others.

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