Modeling in Primary Teacher Education: What Do Teacher Educators Think About It?

• In Event: Reflections on Teacher Education in Global Contexts

Abstract

The aim of this study is to understand the experience of modeling in primary teacher educators. For that, we inquired examining their own perspectives regarding their role as teaching models, the types of knowledge and pedagogical reasoning they model and the impact they expect to have on the learning of their student teachers. Data was collected through semi-structured, in-depth interviews conducted face-to-face with twenty-four teacher educators from three Chilean primary school pre-service teacher education programs. The interviews were analyzed using thematic analysis. Results showed differences among teacher educators related to their role as models. These findings have implications for both practice and research.

Author

• Helena Loreto Montenegro, Universidad de Chile