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Approaches to ‘Modelling’ as a strategy for teacher educators. Challenging current conceptions and practice Pete Boyd University of Cumbria firstname.lastname@example.org. Teacher Education. Seeking to integrate formal and workplace learning ‘Learning to teach’ and ‘teaching to learn’
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Challenging current conceptions and practice
Pete Boyd University of Cumbria
Seeking to integrate formal and workplace learning
‘Learning to teach’ and ‘teaching to learn’
Student as teacher and learner (think critically, question practice and explore new principles)
‘Transfer of Learning’: an inadequate metaphor
‘Becoming, within a transitional process of boundary-crossing’ (Hager & Hodkinson 2009)
Student teachers need to learn to think like a teacher…to see teaching from the perspective of the learners
Teacher knowledge as complex
Learning to teach and teaching to learn
Layers - overlapping purposes in formal sessions
Need for a shared language within a programme
Stage 1: Implicit modelling of strategies and values, congruent teaching
Stage 2: Explicit modelling of reflective learning and change in practice
Stage 3: Linking practical wisdom to abstract theory
Stage 4: Reconstruction by student teachers
(Wood & Geddis, 1999; Loughran & Berry 2005;
Willemse et al. 2005; Russell 2007; Swennen et al. 2008)
Does modelling support the ‘learning to learn’ of student teachers?
How would student teachers respond to a consistent approach to modelling across a programme?
Do the workplace contexts of teacher educators make the vulnerability caused by modelling too risky?
Learning to teach: becoming a learner
Modelling – develops learning to think like a teacher, including experientially understanding the learners’ perspective
Teaching to learn: becoming a teacher
Cascading expertise (transmission – focuses on teaching students to know how to teach)
Enabling students growth as a teacher (apprenticeship – student tutor interaction – nurturing student’s growth as a teacher)
Developing student teaching (facilitating understandings – enabling students to become competent teachers by emulation of experts but adapted by the individual student)
Student as teacher and learner (focuses in a holistic way on student learning – enabling student teachers to think critically and originally, question existing practices and explore new principles – this has resonance with Loughran’s learning to teach and teaching to learn)
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