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ERIC Number: ED478762
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
Modelling by Teacher Educators.
Loughran, John; Berry, Amanda
This paper explains one university's approach to explicit modeling of practice. It briefly outlines the university's conception of episteme and phronesis, then explores the university's views of explicit modeling, which is seen as operating concurrently at two levels. At one level, it is about teacher educators "doing" in their practice what they expect their students to do in their teaching. This means they must model the use of engaging and innovative teaching practices, rather than deliver information about such practice through traditional approaches. At another level, there is a need to offer student teachers access to the pedagogical reasoning, feelings, thoughts, and actions that accompany practice across a range of teaching and learning experiences. Teacher educators make such access available in a variety of ways, through think-alouds, journaling, discussions during and after class with groups and individuals, and questioning, probing, and inquiry created through pedagogic interventions during teaching and debriefing of shared teaching and learning experiences. Four areas articulated through the university's experiences include: professional critique offers ways of seeing into experience; seeing different types of teaching decisions in action helps highlight the problematic nature of teaching; genuinely searching for differences between actions and intent; and valuing collaboration and co-teaching. (Contains 23 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A