Modeling as Pedagogy in Teacher Education: Articulating Teacher Educator Practices and Their Intended Purposes

• In Event: Sheraton Roundtable Session 12
  In Roundtable Session: Learning With and From Each Other: Teacher Educators’ Development Through Their Participation in Communities of Practice

Abstract

This study of a teacher educator inquiry group seeks to build theory about how teacher educators conceptualize their own practice in order to facilitate teacher learning.  The data show the group discussed five types of modeling as pedagogy in their practice.  It was designed as a qualitative case study at a highly regarded teacher preparation institution that spent one academic year examining how each member used modeling as a practice in their teacher education courses. The group shared examples of modeling in their practice, as well as potential evidence of student learning in their courses. Data show that the group conceptualized modeling in five different ways, which connect to different goals and purposes for their students.

Author

• Jessica Charles, Bank Street College of Education