Preach what you teach! Teacher educators and congruent teaching

Swennen, Anja; Lunenberg, Mieke; Korthagen, Fred

doi:10.1080/13540600802571387

Cited by 114 publications

(81 citation statements)

References 8 publications

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“…Le Cormu and Ewing (2008) believe this occurs in reflective practicums, where there is opportunity for active participation, and personal control over learning, which enhances the pre-service teachers' professional agency. Awareness of individual student needs helps the pre-service teacher to become open to change, it involves critical reflection and sense making as a basis for pedagogical beliefs (Korthagen, 2004;NCATE, 2010;Swennen, Lunenberg, & Korthanagen, 2008;Paakkari et al, 2015;Swennen et al, 2008;Ryan et al, 2009).…”

mentioning

confidence: 99%

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Sheridan¹

2016

AJTE

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mentioning

confidence: 99%

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Sheridan¹

2016

AJTE

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“…For congruent teaching, teacher educators model the anticipated education practice, explain the choices they make (meta-commentary), and link the choices to relevant theories (Swennen, Lunenberg, & Korthagen, 2008). Swennen et al (2008) coined congruent teaching as "preach what you teach.…”

Section: Congruent Teaching In Teacher Educationmentioning

confidence: 99%

“…9;2014 the workshop, the teacher educators' ability to link their own teaching to theory had improved. Therefore, Swennen et al (2008) Only a limited number of studies focus on the congruent teaching and meta-commentary among teacher educators (Ruys et al, 2013;Swennen et al, 2008). This study investigates a language teacher educator's congruent teaching of a task-based approach in a TESOL course in a language teacher education program in Taiwan.…”

Section: Congruent Teaching In Teacher Educationmentioning

confidence: 99%

“…She also explained the objectives of each class and how and why these tasks could help participants achieve the objectives. According to Swennen et al (2008), teacher educators seem to agree that to be able to support their student teachers'learning, they themselves should be good models of the kind of teaching they are tryingto promote (p. 531). Catherine, in this study, was a good model of integrating a task-based approach into a course and demonstrated congruent teaching by modeling, explaining the decisions she made, and linking choices of practice to relevant theories.…”

Section: Congruent Teaching and Meta-commentarymentioning

confidence: 99%

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Integration of Task-Based Approaches in a TESOL Course

Chien¹

2014

ELT

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Under task-based language teaching (TBLT), language learners engage in purposeful, problem-oriented, and outcome-driven tasks that are comparable to real-world activities. This qualitative case study discusses the integration of a task-based approach into a TESOL course in a language teacher education program in Taiwan with regard to 39 participants' attitude and learning in a northern city in Taiwan. The major data in this study included participants' projects, class observations and class PowerPoint slides, and class evaluations. The study has the following findings. First, a total of 20 tasks were designed in order to help participants be familiar with TESOL issues. Second, participants held positive attitudes toward the integration of tasks into this TESOL course because they felt that they learned TESOL issues. They regarded Catherine as a role model in modeling the task-based approach into the class and she clearly explained how each task should be carried out and completed. Moreover, she scaffolded participants while they had problems. Finally, participants learned TESOL issues, different types of task, and research methods through completing the tasks, group discussion, classmates' sharing, reading texts and references, and the instructor's scaffolding.

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“…The proposition here is that a more structured approach would be beneficial for prospective Teacher Educators, their employers and the students. And this may be true whether for new or experienced Teacher Educators who, as Swennen et al identified, are not always able to clearly identify their modelling for the benefit of students, or able to explicitly demonstrate or articulate their own teaching in a way that was open and accessible to their students (Swennen et al, 2008).…”

Section: ) If This Is So the Next Question Is: Are Teacher Educatmentioning

confidence: 99%

Dealing with change: Teacher Educators in the Lifelong Learning Sector

2010

Teaching in Lifelong Learning

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The transition from teacher to Teacher Educator is not simple, and this paper considers what factors may need to be acknowledged if there is to be appropriate support of this process of change. The variety of possible journeys for Teacher Educators, the rate of policy change in the sector, the breadth of practice areas and levels of qualifications offered are so broad that a single route or process could be restrictive and inappropriate. By looking at key issues this paper hopes to come to some conclusions about where to focus further research, and what factors could appropriately form the basis for Teacher Educator development. At the heart of this is learning, which is also the process and product of change. This paper considers: the term 'Teacher Educator'; whether a recognised route for professional development might be of benefit; and whether a route for professional development would, or could, usefully support these processes.

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Preach what you teach! Teacher educators and congruent teaching

Cited by 114 publications

References 8 publications

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Integration of Task-Based Approaches in a TESOL Course

Dealing with change: Teacher Educators in the Lifelong Learning Sector

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