Walking the Talk in Initial Teacher Education: Making Teacher Educator Modeling Effective

Autor/inn/en	Hogg, Linda; Yates, Anne
Titel	Walking the Talk in Initial Teacher Education: Making Teacher Educator Modeling Effective
Quelle	In: Studying Teacher Education, 9 (2013) 3, S.311-328 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2013.831757
Schlagwörter	Self Evaluation (Individuals); Reflective Teaching; Teaching Models; Education Courses; Educational Practices; Student Teachers; Preservice Teacher Education; Teacher Attitudes; Focus Groups; Teacher Effectiveness; Qualitative Research; Lecture Method; Student Evaluation of Teacher Performance; Student Teacher Attitudes; Barriers; Teacher Educators + Suchen Sie Ihr Suchwort? Lehrmodell; Fortbildungskurs; Bildungspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Qualitative Forschung; Teacher education; Education; Lehrerbildung
Abstract	This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and course and teaching evaluations, as well as data from lecturers. Phase 2 collected further qualitative data from teacher educators to inform questions arising from Phase 1 findings. While student teachers' perceptions of critically reflective processes and teaching models modeled by lecturers were varied, they affirmed the positive value of lecturer modeling. Data highlighted gaps between lecturers' intentions and the student teachers' perceptions. Data confirm that effective modeling is difficult to achieve, particularly in large lectures. Student teachers were challenged by the demands of engaging critically with new content while also being attentive to modeling. Recommendations include explicitly unpacking our teaching practices, using training strategies to support student teachers in developing the ability to reflect critically, and increasing opportunities for student teachers to practice various teaching models and strategies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10