How Can Student Teachers Elicit Experienced Teachers’ Practical Knowledge?

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A conceptualisation of whole‐class scaffolding (2013, background): “The idea behind SRIs is to encourage the teacher to think out loud while observing videos of her own lessons, thus to stimulate the teacher to relive the lesson (Meijer et al., 2002).”
Teaching practice in Initial Teacher Education: its impact on student teachers' professional skills and development (2005, background): “…have the opportunity to discover themselves in the role of teachers, to interact with a new set of situations, to practise and play new adult and professional roles and tasks, or to acquire, develop and/or consolidate new skills and knowledge (Britzman, 1986; Koeppen, 1998; Meijer et al., 2002).”
A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom (2011, unknown): “The idea behind this approach is to stimulate the teacher to think out loud, and thus to stimulate her to relive the lesson (Meijer et al., 2002).”