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Modelling by teacher educators
ARTICLE

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TATE Volume 21, Number 2 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

A desirable professional competency of teacher educators is the ability to explicitly model for their students, the thoughts and actions that underpin one's pedagogical approach. However desirable, the articulation of knowledge of practice is a difficult and complex task that demands considerable awareness of oneself, pedagogy and students. This article explores the nature and development of explicit modelling by two teacher educators in the context of a preservice education programme in an Australian University. The article illustrates how through their collaborative self-study, the teacher educator/authors have begun to conceptualise a pedagogy of teacher education that is based on learning from the experience of ‘being explicit’.

Citation

Loughran, J. & Berry, A. Modelling by teacher educators. Teaching and Teacher Education: An International Journal of Research and Studies, 21(2), 193-203. Elsevier Ltd. Retrieved February 26, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2004.12.005

Keywords