The Teacher Educator as a Role Model.

By M. Lunenberg, F. Korthagen, A. Swennen. 2007

581 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/78939a75cb09a353bd968cd96f701c4dfaabda40

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “…Loughran 2006), sought to fill the gap through self-study of their journeys as teacher educators (Bullock and Christou 2009; Williams and Power 2010; Wood and Borg 2010); and researched the lives and practices of teacher educators (Kosnik and Beck 2008; Lunenberg, Korthagen, and Swennen 2007).”
The meaning of role modelling in moral and character education (2013, background): “If teachers want students to emulate them, they will have to explain to students how their actions and emotional reactions are related to an ideal of the virtuous make their own teaching explicit (Lunenberg et al., 2007, p. 597).”
Learning to think like a teacher educator: making the substantive and syntactic structures of teaching explicit through self‐study (2009, background): “Lunenberg, Korthagen, and Swennen ( 2007 ) make an important distinction between implicit and explicit modeling of teacher education practices.”
Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation (2012, result): “This finding is consistent with previous research documenting that teacher educators have yet to fully recognize or realize the benefits associated with modeling (Lunenberg et al., 2007).”
The professional development of higher education-based teacher educators: needs and realities (2018, background): “Active participation in research is a model of life-long learning to student teachers (Lunenberg et al. 2007).”
Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong (2010, background): “Research has also shown that explicit modelling of educators can facilitate the translation into the student teachers' own practice (Lunenberg, Korthagen, and Swennen 2007 ).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “Lunenberg, Korthagen, and Swennen (2007) call this explicit modeling and emphasize the importance of this strategy for promoting the transfer of learning.”
A Local Instruction Theory for the Development of Number Sense (2010, background): “natural and practical aspect of mathematical activity ( Lunenberg, Korthagen, & Swennen, 2007 ).”