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

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.

Keywords::

• teacher education
• student teachers
• critically reflective practice
• modeling
• self-study
• teaching models

Acknowledgements

This research was supported by a grant from The Jessie Hetherington Centre, Victoria University of Wellington. The authors thank all the student teachers who participated in the study. Thanks also to Emeritus Professor Cedric Hall for his guidance in project planning, and to Dr Mimi Hodis, research assistant. Portions of this article were reported in July 2010 at The Humanities Conference in Los Angeles, CA.