Implicit and Explicit Modelling: Case Study of EMU (Eastern Mediterranean University) Teacher Educators’ Perceptions and Practice

Abstract

The broad purpose of this qualitative study is three-fold. One, to gain Eastern Mediterranean University (EMU) teacher educators’ views on the significance of the teaching methods of implicit and explicit modelling. Two, to ascertain aspects of practice they modelled and, three, benefits and challenges associated with using the methods. To achieve the purpose all 11 teacher educators from the faculty were asked three broad questions via a semi-structured interview protocol. Interviews were audio recorded then transcribed. The data was analysed using content analysis and the three questions as pre-set categories. Examples of the findings include the fact that all the participants have a favourable attitude towards both implicit and explicit modelling. All regarded modelling as important for personal and professional growth. Time is the main constraint to their use of the methods, and critical friendship based on a collaborative relationship is considered to be of central importance to their engagement with the methods. Implications of the findings for teacher education and educators include the need to encourage open discussion, reflection, the use of the methods among teacher educators, the development of a supportive environment, and the provision of continued professional development opportunities.