NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ935936
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1941-5257
Working Towards Explicit Modelling: Experiences of a New Teacher Educator
White, Elizabeth
Professional Development in Education, v37 n4 p483-497 2011
As a new teacher educator of beginner teachers on the Graduate Teacher Programme in a large School of Education in a UK university, I have reflected on how I have been able to develop the effectiveness of modelling good professional practice to student-teachers. In this paper I will present ways in which I have made modelling more explicit, how students have been given the opportunity to reflect on what they have learned and how they learnt it, and the responses of students to the modelling. By developing the effectiveness of modelling in combination with an open dialogue and reflective practice, I discovered that my students were able to articulate their learning more clearly. (Contains 2 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom