Modelling by teacher educators

doi:10.1016/j.tate.2004.12.005

2005-02-01

206

PRE

John Loughran

Amanda Berry

DOI：10.1016/j.tate.2004.12.005

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摘要

En 中文

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'. (c) 2004 Elsevier Ltd. All rights reserved.

Keyword:

self study

teacher education

teaching