JOURNAL OF THE INTERNATIONAL SOCIETY FOR TEACHER EDUCATION

Volume 13, Number 2, 2009

From the Secretary General

Forrest Crawford...............................................................................................................................4

From the Editor

Sybil Wilson.....................................................................................................................................6

Articles

Responding to Change in the Teaching of Literacies: Creating a ‘Design for the Future’
Bev Croker........................................................................................................................................7

Health Literacy Aspects in Health Education with Special Focus

on Health Promotion Articles by Nordic Authors
Lene Povlsen and Ina K. Borup........................................................................................................14

Playing Games to Interact and Work with Emotions in Infant/Primary Education

Ana María Albertin and Benjamin Zufiaurre....................................................................................23

Exploring Teachers’ and Administrators’ Assessment Literacy:

Implications for Classroom Practice and Professional Development
Louis Volante and Xavier Fazio............................................32

The Practicum across the Professions: Views of Post-Practicum Students

Edwin Ralph, Keith Walker and Randy Wimmer.............................................................................43

Change of Practice Acquired Through Action Research: The Case of a Teacher Educator
Sesutho Koketso Kesianye...............................................................................................................53

Changing Direction with Teacher Educators in Distance Education Provision

Cherry Stewart and Rachael Adlington.............................................................................................62

Researcher-developed Instruments: Enhancing Physical Education in Teacher Education

Annette Freak, Judith Miller and John Haynes.................................................................................72

Publication Guidelines......................................................................................................................80
Future Submissions...........................................................................................................................81
Submission Requirements.................................................................................................................82

Copyright © 2009
by the International Society for Teacher Education
ISSN 1029-5968
 Responding to Change in the Teaching of Literacies:
Creating a ‘Design for the Future’

Bev Croker

In our multimodal world, the definition of text has undergone radical change as technology has
challenged the place of the book. Inevitably, the digital culture impacts on authors and illustrators
and influences how they might develop verbal and visual narrative. Such change gives rise to new
reader expectations dictated by this screen-age culture. This article raises the question whether the
skills of interpretation and construction currently taught in schools, using a plethora of literacy,
offers appropriate strategies to deal with a world that is no longer predominantly language-based. By
‘reading’ a picturebook it invites questions about what might inform the future focus of tertiary
programs for pre-service and practising teachers

Health Literacy Aspects in Health Education

with Special Focus on Health Promotion Articles by Nordic Authors

Lene Povlsen and Ina K. Borup

The concept of health literacy is explored through a literature review of articles on health promotion
by authors from Nordic countries. Ten articles published during 1999-2008 were analyzed by
quantitative and qualitative content analysis. The findings showed that the term "health literacy" was
mentioned very briefly or not at all in a majority of the articles. This did not imply, however, that
problems related to vulnerable groups were not in focus, but merely that these problems were not
directly related to health literacy aspects. The authors conclude that health educators may benefit
from paying more direct attention to the concept of health literacy and learn how to address limited
literacy in health promotion and educational activities.

Playing Games to Interact and Work with Emotions in Infant/Primary Education

Ana María Albertin and Benjamin Zufiaurre

The authors make a case for the importance of schools working with children on their emotional
development and describe a project that used “playing games” as an effective pedagogical strategy
for teaching children in infant school to handle their emotions through learning skills and attitudes of
cooperation, communication and interaction.

Exploring Teachers’ and Administrators’ Assessment Literacy:

Implications for Classroom Practice and Professional Development

Louis Volante and Xavier Fazio

This study examined the assessment literacy of elementary and secondary teachers and
administrators in two school districts in southern Ontario, Canada. Thirty-nine participants
completed a survey consisting of a series of open- and closed-ended questions in five broad areas of
assessment. Significant patterns across the four main subgroups of participants were found in
expertise/utilization of different assessment and reporting strategies, as well as the need for
professional development in specific areas of assessment. No significant differences were found in
mean scores between teachers and administrators related to the overall perception of their
assessment literacy. The implications of the findings are discussed in relation to classroom practice
and professional development.

The Practicum across the Professions: Views of Post-Practicum Students

Edwin Ralph, Keith Walker, Randy Wimmer

This article forms one part of an interdisciplinary, pan-Canadian research project examining the
state of the practicum in the pre-service education of professionals. For this part of the study, the
authors examined the views of 740 post-practicum students from the undergraduate preparation
programs in three professions (Engineering, Nursing, and Teacher Education) concerning their
extended practicum or clinical (internship) experiences. The students completed a two-item
questionnaire that sought their perspectives on the most positive and the most negative aspects of
their respective practicum programs. Despite some uniqueness to content and skills, the students
identified several positive and negative similarities that were common across the disciplines. The
authors encourage practicum administrators from all of the professional disciplines to expand this
type of cross-disciplinary research and to examine the results for the purpose of informing their
particular initiatives to enhance their own field-based programs.

Change of Practice Acquired Through Action Research: The Case of a Teacher Educator

Sesutho Koketso Kesianye

Data from two related action research projects on using interactive teaching methods showed that the
researcher/lecturer was able to transfer what she had initiated and practiced in the first teacher
education situation to a second situation two years later. A case is made for teacher educators and
student teachers to reflect on and improve their teaching practice through engagement in small
action research projects.

Changing Direction with Teacher Educators in Distance Education Provision

Cherry Stewart and Rachael Adlington

An action-research project used pro-active evaluation to change participants from teacher-centred

instruction with print-based format in distance education teacher education courses to collaborative
online teaching approaches. In response to the central research question, “What types of
professional development experiences teacher educators would require to design interactive distance
education learning environments?” the research findings, discussed within Senge’s systems-thinking
framework, indicated that it is important to address issues of personal mastery, in order to change
mental models thereby enabling the development of relevant technology skills and e-pedagogy hand
in hand.

Researcher-developed Instruments: Enhancing Physical Education in

Teacher Education
 Annette Freak, Judith Miller, John Haynes

Ensuring high quality research has been posited as a critical step in continuing development in
teacher education. Yet instruments enabling systematic and thorough data collection procedures are
not always available. In these circumstances the researcher needs to develop instruments. The
process of developing three such instruments namely, a Stimulated Recall Device, Visual Language
Icon and Interview Guide is presented in this article. These instruments were needed to investigate
the efficacy of an initiative in teacher education designed to improve the preparedness of pre-service
generalist primary school teachers to teach Physical Education. This article reports the preliminary
findings on the development and use of these instruments.

Publication Guidelines

The journal (JISTE) publishes articles by members of the International Society for Teacher Education
(ISfTE). Exceptions are made for a non-member who is a co-author with a member, or who is
invited to write for a special issue of the journal, or for other specific reasons.

Articles submitted to JISTE must be written in English, following manuscript guidelines (see below)
and will be anonymously reviewed by referees. Each article must pass the review process to be
accepted for publication. The editors will notify the senior author of the manuscript if it does not meet
submission requirements.

Articles are judged for (a) significance to the field of teacher education from a global perspective, (b)
comprehensiveness of the literature review, (c) clarity of presentation, and (d) adequacy of evidence
for conclusions. Research manuscripts are also evaluated for adequacy of the rationale and
appropriateness of the design and analysis. Scholarly relevance is crucial. Be sure to evaluate your
information.

Articles should move beyond description to present inquiry and critical analysis and provoke
discussion.

Articles pertaining to a particular country or world area should be authored by a teacher educator from
that country or world area.

If English is the author's second or third language, manuscripts accepted for publication will be edited
to improve clarity, to conform to style, to correct grammar, and to fit available space. Submission of
the article is considered permission to edit the article.

Published manuscripts become the property of the Society. Permission to reproduce articles must be
requested from the editors. The submission and subsequent acceptance of a manuscript for publication
serves as the copyright waiver from the author(s).

Manuscript Guidelines

• Manuscript length, including all references, tables, charts or figures should be 3,000
to 5,000 words. Maximum length is 5, 000 words. Shorter pieces of 1500-3000
words, such as policy review or critique papers are welcomed.

• All text should be double-spaced, with margins 1 inch all around (2.5 cm), left justified only.

• Paragraphs should be indented five spaces and separated by a space.

• Tables, Figures, and Charts should be kept to a minimum (no more than 4 per article) and each
sized to fit on a page 8.5 x 5.5 inches (20 x 14 cm).

• Abstract should be limited to 100 - 150 words.

• The cover page shall include the following information: Title of the manuscript; name of author
or authors, institution, complete mailing address, business and home phone numbers, FAX
number, and e-mail address: Brief biographical sketch, background and areas of specialisation not
to exceed 30 words per author.

• Writing and editorial style shall follow directions in the Publication Manual of the American
Psychological Association (5th ed., 2001). References MUST follow the APA style Manual.
Information on the use of APA style may be obtained through the ISfTE web site at
http://www.isfte.org
Future Submissions

2010 (Volume 14, Number 1)

Theme – Trading Ideas in Teacher Education for the 21st Century
This is the theme of the seminar in Ogden, Utah, USA hosted by Weber State University.
Participants (including those from the Distance Paper Group) are invited and encouraged to revise
their seminar papers, attending carefully to the manuscript and publication guidelines, and submit
them to the journal for consideration. Book reviews on the theme are invited.
Deadline for Submission: August 1, 2009

2010 (Volume 14, Number 2)

Theme – Social Justice, Equity and Teacher Education
This is a special issue featuring articles and book reviews that explore issues of social justice and
equity in teaching and learning and teacher education. ISfTE members and non members are invited
to submit critical essays and research studies that explore how social justice issues – race, poverty,
immigrant status, gender, disabilities- impact teachers and their work and therefore the challenges to
and responses of teacher education.
Deadline for Submission: December 1, 2009

2011 (Volume 15, Number 1)

Theme – Educating Teachers for a Better World
This is the theme of the seminar in Brazil hosted by the Pontifícia Universidade Católica do Rio
Grande do Sul (PUCRS). Participants (including those from the Distance Paper Group) are invited to
revise their seminar papers, attending carefully to the manuscript and publication guidelines, and
submit them to the journal for consideration. Book reviews on the theme are invited.
Deadline for Submission: August 1, 2010.

2011 (Volume 15, Number 2)

Open submission – Members of ISfTE are invited to contribute manuscripts related to any important
topic in teacher education. Members are encouraged to co-author articles with their students or
colleagues who may not be members of ISfTE. Articles that explore teacher education issues such as
the practicum, mentoring in other disciplines (e.g. nursing, adult education, social work education) are
particularly invited. Such articles should explore the discourse in relationship to teaching at the
elementary, secondary or tertiary level.
Deadline for Submission: December 1, 2010

.
Book and Other Media Review Submissions

Reviews of books or other media created by ISfTE members are welcome. Either the review or the
item reviewed must be by a member. Reviews may be no longer than 1000 words. .

Recent Publications Submissions

ISfTE members may submit an annotated reference to any book which they have had published
during the past three years. Annotations should be no longer than 150 words.
Submission Requirements
It is preferred that articles be submitted by email directly to the editor (swilson@brocku.ca). To
submit an article by email, send it as an attachment; use Windows Word, if at all possible.
You may also send articles by fax to 905-641-5229.
To submit an article by mail, send the manuscript and a computer disk. Due to the high cost of
postage, manuscripts and computer disks will not be returned.

Manuscripts and editorial correspondence should be directed to:

Sybil Wilson, Editor JISTE
Faculty of Education
Brock University
St. Catharines, Ontario, Canada
L2S 3A1

Telephone: 905-227-2652
Fax: 905-641-5229
E-mail address: swilson@brocku.ca

Address changes, membership information and request for journal copies should
be directed to:

Johan Borup, Treasurer, Printing and Distribution of JISTE

University College, Sjaelland
Damhusdalen 15 C
Rodoure, Copenhagen, 2610 DENMARK

Telephone: +453670-8799
E-mail: jrb@ucsj.dk