10 SES 01 B, Creating Knowledge in Teacher Education
Modelling is a teaching method employed by teacher educators to demonstrate, explain, debate and theorise their practice and so support the learning of their student teachers. Research undertaken in the Netherlands and Australia has highlighted that although using modelling is judged to be a highly effective strategy and considered one of the roles and professional competencies of a teacher educator (Korthagen et al. 2005; Loughran and Berry, 2005), Lunenberg et al. (2007) concluded that there is little evidence to suggest that teacher educators fully recognise or utilise it as a teaching method. There are a number of reasons why this seems to occur: one of the reasons given is that the trait is “difficult to develop alone” (Loughran and Berry, 2005, p.194); another is the impact a teacher educator’s professional identity has on their pedagogical decision making, including feelings of vulnerability when teaching colleagues (Noel, 2006, Lunenberg et al. 2007, Boyd, 2011). The research undertaken on modelling in European settings to date, much of which has been done in the Netherlands and the United Kingdom, has focused on university based teacher educators such as White’s (2011) self-study. Therefore, this paper focuses on how this English university-based teacher educator, as part of his Doctor of Education (EdD) study, is using an action research approach to work collaboratively with a team of four teacher educators from an English general further education (FE) college who teach in-service student teachers working in post-compulsory education and training, and how together they are exploring the participants’ use of modelling in their practice and how they might extend and further develop its employment in their teaching. In doing so, I am seeking to answer three questions: firstly, how do teacher educators in FE colleges use modelling in their practice; secondly, what impact does the professional identity of FE based teacher educators have on their teaching behaviours and use of modelling; thirdly, what type of professional development do teacher educators based in FE need to support their use of modelling.
Key words: Modelling, Action Research, Professional Identity, Professional Knowledge, Continuing Professional Development
Boyd, P., (2011) Approaches to ‘modelling’ as a strategy for teacher educators: challenging current conceptions and practice. pp1-6. 2nd TEAN - Teacher Education Advancement Network Annual Conference, The Important Role of Higher Education in Teacher Education, May 20th 2011
Chandler, D., and Torbert, B., (2003) Transforming inquiry and action: interweaving 27 flavors of action research. Action Research. 1 (2). pp133-152. online] Available from: Summon
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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