How I teach is the message

We welcome new blogs on teacher educators and teacher educator development (500-750 words). For more information see our Blog submission policy or contact your national moderator.

January 15, 2024
Published by evanassche at January 15, 2024
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‘So how do you feel that lesson went?’ Patterns of discursive interaction in post-lesson debriefs

Thinking before we talk, or realising that talk is structuring thinking and thus learning, would allow for more intentional conversational choices in post-lesson debriefs.
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October 30, 2020
A young student leaning on a wall wearing a face mask a face and
Published by Dean Cassidy and Ann MacPhail at October 30, 2020
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Changing the ‘message’ of school physical education in response to COVID-19: avoiding the ‘new normal’

The current Covid-19 pandemic has, and will continue to, significantly influence the way in which teaching and learning are experienced in schools (Kaur, 2020). As some governments begin to consider plans and protocols for a safe return to schools, as a physical education teacher and physical education teacher educator respectively, we raise the concern that physical education...

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September 18, 2019
Published by David Powell at September 18, 2019
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Learning to teach starts with “learning to look”

How student teachers learn to teach has been dominated by the idea that the “knowledge of teaching is acquired and developed by the personal experience of teaching” (Munby, Russell, and Martin (2001, p.587). Of course, this is an important part of how new teachers learn how to teach, though I am also interested in the value of the pre-practicum phase and how this contributes to their knowledge of how to teach. Specifically, I have become interested in the contribution teacher educators’ modelling of teaching strategies and behaviours can make...
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August 5, 2019
Published by Geert Kelchtermans & Ann Deketelaere at August 5, 2019
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SHOW YOURSELF! Video-selfies for feedback

Collecting valid and trustworthy feedback on participants’ learning is essential for good professional development. Furthermore we believe it is time to radically reconsider the taken for granted use of anonymous written feedback if we want to take participants’ professionalism seriously. Therefore we designed and implemented a format with video-selfies during the InFo-TED Summer Academy –an international weeklong program for professionals engaged in teacher educator development (July 2018).
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April 27, 2019
Published by Donald Gray at April 27, 2019
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Reorienting Teacher Educators Towards Sustainability

On the 24th January 2019 a young sixteen year old schoolgirl from Sweden, Greta Thunberg, addressed attendees at the World Economic Forum in Davos. She said to them “Some people say that the climate crisis is something that we will have created, but that is not true, because if everyone is guilty then no-one is to blame. And someone is to blame. Some people, … have known exactly what priceless values they have been sacrificing to continue making unimaginable amounts of money.
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April 7, 2019
Published by Sara Kleeman at April 7, 2019
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“Traditional” Teachers: Current Teaching Methods and Nurturing Independent Learners

As a teacher educator, I felt frustrated for a long time by the gap between teachers' desire to help their pupils become independent learners and their own unwillingness to be independent learners themselves. In the following, I wish to share with you a course that attempted to help "traditional" teachers adopt current teaching methods and use them themselves and with their pupils.
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November 5, 2018
Published by Bruno Oldeboom at November 5, 2018
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‘Voice Over Teaching’ for Teacher Educators

As a teacher educator, teaching in an institute, I was searching for ways to have more impact on student teachers’ learning. One pedagogical intervention caught my attention and seemed promising: explicit modelling (Lunenberg, Korthagen, & Swennen, 2007). A few years ago, I started experimenting and reading about it. This summer, in Trondheim Norway, visiting the Info-TED Summer Academy...

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October 20, 2018
Published by Arnoud Aardema at October 20, 2018
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Explicating students’ beliefs about good history teaching

Beliefs are important in the development of teachers’ professional identity. The importance of developing beliefs about teaching and learning need to be debated, and we have to help teacher students to express their beliefs. This blog discusses a pedagogy we use in our teacher education program to elicit history students’ beliefs on how history should be taught...

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June 29, 2018
Published by Amber Walraven at June 29, 2018
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Professionally developing teacher educators with regard to ICT

Before I became a teacher educator I was an assistant professor in educational science and a researcher in the field of ict in education. I was asked to give a series of lectures (an elective course) on ict in secondary education as a guest lecturer at the Teacher Education Institution (TEI) I am currently employed at.
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