Working towards explicit modelling: experiences of a new teacher educator

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As a new teacher educator of beginner teachers on the Graduate Teacher Programme in a large School of Education in a UK University, I have reflected on how I have been able to develop the effectiveness of modelling good professional practice to student teachers. In this paper I will present ways in which I have made modelling more explicit, how students have been given opportunity to reflect on what they have learned and how they learnt it, and the responses of students to the modelling. By developing the effectiveness of modelling in combination with an open dialogue and reflective practice, I discovered that my students were able to articulate their learning more clearly.
Original languageEnglish
Pages (from-to)483-497
JournalProfessional Development in Education
Issue number4
Publication statusPublished - 2011


  • modelling professional practice
  • reflective practice
  • explicit modelling
  • teacher education
  • self-study
  • metacognition


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