Is Instructor (Faculty) Modeling an Effective Practice for Teacher Education? Insights and Supports for New Research

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  • Author(s): Moore, Eric Jordan; Bell, Sherry Mee
  • Language:
    English
  • Source:
    Action in Teacher Education. 2019 41(4):325-343.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Information Analyses
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Higher Education
      Postsecondary Education
      Elementary Secondary Education
    • Subject Terms:
      Modeling (Psychology); Instructional Effectiveness; Teacher Education; Preservice Teachers; Educational Strategies; Educational Research; Demonstrations (Educational); Teacher Educators; Direct Instruction; Elementary Secondary Education; Best Practices; Reflection
    • Accession Number:
      10.1080/01626620.2019.1622474
    • ISSN:
      0162-6620
    • Abstract:
      Instructor modeling is a practice that is supported by bold claims of effectiveness and importance in teacher education. In this literature review, we identify theoretical and constructive frameworks used to guide instructor modeling and use these to further examine the extent to which existing literature demonstrates the effectiveness of instructor modeling. Using a four-type framework for modeling, we organize the literature on instructor modeling into one of the four categories: implicit, explicit, explicit with reflection, and explicit with connection to theory. Finally, we explore findings from clustering existing literature in this way and provide suggestions for future research.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      EJ1232415