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Walking Our Talk: The Imperative of Teacher Educator Modeling
Abstract
If teacher educators are to be effective, they must be sure that their own professional house is in order. To that end, effective teacher educators must be absolutely clear about their professional mission. In addition, they must also have the appropriate background and training to be effective in their mission. Further, they must bridge the chasm between theory and practice as they prepare teacher candidates by keeping current in K–12 contemporary classroom practice. Finally, they must model what it means to be an accomplished classroom teacher for their pre-service teachers including the professional option of earning National Board certification. Only when teacher educators meet these four demanding criteria can we feel with reasonable certainty that they are living up to their job.
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“since pre-service teachers' or students' own experience of learning will have a powerful effect on how they view effective teaching and learning and will invariably influence their own teaching practice.”
From Pedagogical dilemma in teacher education: Bridging the theory practice gap (2023) · cites this paper as Aleccia 2011
In the citing paper
“'Good modelling is an essential component of good teaching' (Aleccia 2011, 89)”
From Pedagogical dilemma in teacher education: Bridging the theory practice gap (2023) · cites this paper as Aleccia 2011
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No references could be resolved yet.
Research works printed but not linked: 16
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Cited by
Sorted by citations
Pedagogical dilemma in teacher education: Bridging the theory practice gap
Phillips, H. N., & Condy, J. (2023) · South African Journal of Higher Education · doi:10.20853/37-2-4610 · Cited by 41
“Aleccia (2011) suggests that for teacher educators to do this, there is a need for them to remain constantly aware of the culture of classrooms. Björck and Johansson (2019, 1363) refers to the theory–practice relationship as a “generic term for the relationship between the campus and work placement-based components of…”
BackgroundInfluential
Metadata
- Authors
- Aleccia, V.
- Affiliations
- Eastern Washington University (US)
- Corresponding author
- Aleccia, Vincent
- ORCID
- Aleccia, Vincent
- Venue
- The Clearing House: A Journal of Educational Strategies, Issues and Ideas
- Publisher
- Informa UK Limited
- Published
- 2011-03-17
- Volume
- 84
- Issue
- 3
- Pages
- 87-90
- ISSN
- 0009-8655 (ISSN-L)
- 1939-912X
- OpenAlex
- W1494659403
- Cited by
- 22
- References
- 0
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 1 · 2020: 1 · 2019: 4 · 2018: 1 · 2017: 3 · 2016: 1 · 2015: 3 · 2013: 2 · 2012: 1
- FWCI
- 4.59
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Clearing House A Journal of Educational Strategies Issues and Ideas (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › Education and Teacher Training
- Keywords
- initial teacher education, theory-practice gap, National Board Certification, teacher educator professional development
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- Aleccia, V. (2011). Walking Our Talk: The Imperative of Teacher Educator Modeling. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. https://doi.org/10.1080/00098655.2010.524951
