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…

This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and…

Reflection is currently a key concept in teacher education. The reflection process is often described in terms of a cyclical model. In the present article, we explain how such a model can be used for supporting student teachers' reflection on practical situations they are confronted with, and on their behaviour, skills and beliefs in such…

The Department of Curriculum and Instruction at Central Missouri State University, Warrensburg, Missouri, has designed an experience for student teachers in elementary schools to prepare them for reflective thinking in their own classrooms. Student teachers conduct action research by reflecting on what they do in the classroom, identifying…

This paper was designed to explore how the modeling of reflection by a teacher educator influences the development of preservice teachers' thinking and learning about teaching, and their subsequent reflective processes. The research was initiated to help student teachers develop an approach to teaching that might allow them to take more control of…

Lee Shulman's model of pedagogical reasoning and action is related to his theory of pedagogical content knowledge and includes the following components: comprehension; transformation (preparation, representation, selection, and adaptation and tailoring to student characteristics); instruction; evaluation; reflection; and new comprehensions. The…

This study focused on the experiences of cooperating teachers beyond their immediate work with student teachers. The study was a major part of a collaborative action research project in which 172 cooperating teachers experienced the new role of "University Associate" as part of the University of California-Irvine Professional Development…

This paper explores the development of preservice student teachers' development of reflection, in the context of a teacher education course in which the teacher educator explicitly attempted to model reflective practice. Modeling took place through open access to the teacher educator's journal and through "thinking aloud" in class about…