Is Instructor (Faculty) Modeling an Effective Practice for Teacher Education? Insights and Supports for New Research

Autor/inn/en	Moore, Eric Jordan; Bell, Sherry Mee
Titel	Is Instructor (Faculty) Modeling an Effective Practice for Teacher Education? Insights and Supports for New Research
Quelle	In: Action in Teacher Education, 41 (2019) 4, S.325-343 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1622474
Schlagwörter	Modeling (Psychology); Instructional Effectiveness; Teacher Education; Preservice Teachers; Educational Strategies; Educational Research; Demonstrations (Educational); Teacher Educators; Direct Instruction; Elementary Secondary Education; Best Practices; Reflection + Suchen Sie Ihr Suchwort? Modeling; Modelling; Modellierung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Lehrstrategie; Bildungsforschung; Pädagogische Forschung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Teacher education; Education; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	Instructor modeling is a practice that is supported by bold claims of effectiveness and importance in teacher education. In this literature review, we identify theoretical and constructive frameworks used to guide instructor modeling and use these to further examine the extent to which existing literature demonstrates the effectiveness of instructor modeling. Using a four-type framework for modeling, we organize the literature on instructor modeling into one of the four categories: implicit, explicit, explicit with reflection, and explicit with connection to theory. Finally, we explore findings from clustering existing literature in this way and provide suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01