Preach what you teach! Teacher educators and congruent teaching

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Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings (2013, methodology): “When developing and refining the training, special attentionwas paid to themethod of delivery by applying relevant SDT-principles of need-support such that PE teachers would come to voluntarily accept our message (i.e. congruent teaching, Swennen et al., 2008).”
The meaning of role modelling in moral and character education (2013, background): “Fourth, teachers could benefit from reading and discussing literature on moral education, because theories can offer a moral language that enables them to recognise and talk about the moral aspect of their work (Swennen et al., 2008; Willemse et al., 2008).”
Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training (2016, unknown): “One central feature of the training (Aelterman et al., 2013) was that the trainers intended to act in accordance with the principles of need support that were conveyed (i.e. congruent teaching; Swennen et al., 2008).”