Implicit and explicit modeling are two approaches commonly used by university teacher educators in their perspective and practice (Kavanagh, S. S., & Grant, T., 2019). These approaches aim to enhance the teaching effectiveness and learning outcomes of pre-service and in-service teachers. Implicit modeling refers to the teacher educators' practice of embodying effective teaching strategies and behaviors in their own instructional practices. Rather than explicitly teaching these strategies, teacher educators demonstrate them through their actions and interactions with students. This approach relies on the power of observation and imitation, allowing aspiring teachers to internalize effective teaching practices without explicitly being told what to do. Teacher educators who adopt implicit modeling often create a positive learning environment, establish respectful relationships with students, demonstrate effective communication skills, and employ instructional strategies that promote critical thinking, collaboration, and reflection (Schutz, P. A., & Davis, H. A., 2020). By observing and engaging with these practices, pre-service and in-service teachers learn to emulate and apply them in their own classrooms. Explicit modeling, on the other hand, involves the direct and intentional instruction of specific teaching strategies and techniques. Teacher educators explicitly teach and explain effective teaching practices to aspiring teachers, breaking them down into smaller components and providing step-by-step guidance. This approach is particularly useful when introducing new or complex teaching strategies that may require explicit instruction and practice. When employing explicit modeling, teacher educators might use various methods such as demonstrations, guided practice, and simulations. They might explicitly explain the rationale behind each strategy, provide examples, and engage in collaborative discussions to deepen the understanding of the concepts being taught. Through this explicit instruction, aspiring teachers gain a clear understanding of effective teaching practices and how to implement them in their own classrooms. In practice, many teacher educators use a combination of both implicit and explicit modeling approaches to cater to the diverse needs and preferences of their learners. They may begin with implicit modeling to establish a foundation of effective teaching practices, followed by explicit modeling to provide a deeper understanding and step-by-step guidance for complex strategies. This combination allows teacher educators to create a comprehensive and scaffolded learning experience for pre-service and in-service teachers (Tejada, F. M., & Leander, K. M., 2022). Overall, implicit, and explicit modeling are valuable approaches employed by university teacher educators. These approaches enhance the professional development of teachers by providing them with real-life examples, demonstrations, and explicit instruction to develop their pedagogical skills and knowledge.
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Jan 1, 2024
Nathanne Cristina Vilela Rost + 4
Open Access
