Modelling by Teacher Educators.

By J. Loughran, A. Berry. 2005

351 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/978196b9b105bedde680ab4f2366cb606923c28e

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In Education

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Citations in the corpus

Enhancing Teaching Effectiveness and Student Learning Outcomes. (2015, background): “Congruent instruction The Journal of Effective Teaching, Vol. 15, No.1, 2015, 20-33 © 2015 All rights reserved. classroom practice (Loughran & Berry, 2005).”
Characteristics and Competencies for Teacher Educators: Addressing the Need for Improved Professional Standards in Turkey (2011, background): “Loughran and Berry (2005) mention a variety of techniques teacher educators can use to make their non-cognitive knowledge accessible to their students: Carrying out think-alouds; Journaling; Discussions during and after class both in groups and with individual student teachers; Questioning; Probing…”
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “Still, amidst all this heightened attention to teacher preparation and quality, there is a noticeable silence about the preparation of teacher educators themselves (Ducharme and Ducharme 1996; Kosnik and Beck 2008; Loughran and Berry 2005; Margolin 2011; Smith 2005).”
Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation (2012, neutral): “…& Sharma, 2008), literacy practices (Grossman et al., 2000), authentic and performance assessment (Struyven, Dochy, & Janssens, 2008), inquiry-based instruction (Wubbels et al., 1997), situated learning (Utley, 2006), coteaching (Phillips & Hatch, 2000), and reflexivity (Loughran & Berry, 2005).”
What characterises a good practicum in teacher education? (2011, background): “Researchers from the Netherlands, Australia and the USA talk about the power of “modelling” (Korthagen, Loughran and Russell, 2006; LaBoskey & Richert, 2002; Loughran, 2006; Loughran & Berry, 2005; Lunenberg, Korthagen & Swennen, 2007; Wilson, 2006).”
Teacher Preparation For Quality Teaching (2011, background): “In the process of learning, candidates are able to observe faculty model specific practices in their everyday teaching (Loughran & Berry, 2005).”
Preparing teacher candidates for family–school partnerships (2014, background): “They are considered role models (e.g. Loughran and Berry 2005; Pushor 2011) and if they hold negative opinions about FSP, their students may adopt a similar attitude.”
Teacher educators' professional learning: A literature review (2018, background): “Loughran and Berry (2005) role modeled how to explain the purposes and reasons behind their teaching behaviors through co-teaching a lesson: one taught the lesson, while the other observed and debriefed the teaching behavior.”
The role of emotions in student teachers’ professional identity (2012, background): “The students clearly hoped, as other studies such as Burn (2007) and Loughran and Berry (2005) have noted, to find role models.”
Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks (2017, background): “Conversely, the role of modelling in particular is still receiving scarce attention in research (Korthagen 2010; Loughran and Berry 2005; Lunenberg, Korthagen, and Swennen 2007).”
Professional development of teacher educators: what do they do? Findings from an explorative international study (2017, background): “…in particular, such as self-study and inquiry, are often seen as important activities when it comes to the advancement of one’s professional development (Cochran-Smith 2003, 2005, Loughran and Berry 2005, Lunenberg and Willemse 2006, Zeichner 2007) and the innovation of teaching practices.”