- Title: Modelling evidence-based practice in initial teacher training
- Authors: Sam Sims, Harry Fletcher-Wood, Thomas Godfrey-Faussett, Peps Mccrea and Stefanie Meliss
- Access the original paper here
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Paper summary
This document presents research from the Ambition Institute investigating the use of modeling in initial teacher training. The study explores whether video models improve trainee teachers’ skills, knowledge, and self-efficacy in teaching practices, specifically “questioning for retrieval.” It compares the effects of restudying theory, watching video models, and watching models that integrate the underlying theory. The research aims to provide causal evidence on the impact of modeling and insights into the most effective model design. The experiment uses classroom simulations to test the impact of different modeling approaches on teachers’ skills, knowledge, and self-efficacy. Ultimately, the study seeks to inform teacher educators on how best to incorporate modeling into professional development programs to enhance evidence-based teaching practices.
What are the key implications for teachers in the classroom?
The study “Modelling evidence-based practice in initial teacher training” discusses implications for teacher educators, based on findings in existing literature. These implications can be translated to the classroom as follows:
- Consider incorporating models into professional development to improve teaching skills. This may help teachers bridge the gap between theory and practice in the classroom.
- Professional development programs might incorporate video libraries demonstrating good practice, or develop publicly available video libraries of evidence-based teaching techniques available to all trainees.
- When modeling larger lesson sequences in authentic settings, teacher educators may need to retrospectively highlight certain aspects of their practice and explain the rationale to the trainee. Otherwise, trainees might miss the most valuable aspects of the lesson or misunderstand the reasons for their value. This also creates opportunities for productive dialogue between teachers and educators.
- Teachers may need support to reintegrate the specific techniques depicted in models into the flow of real-world pedagogical and curricular sequences. This will allow teachers to realize the value of evidence-based teaching techniques in their own classrooms.
The study also mentions specific steps for effective verbal retrieval practice:
Provide partial hints if the pupil is unable to answer.
- Ask questions about prior learning to the whole class.
- Pause for three seconds.
- Call on a pupil without regard to hands up.
- Gently acknowledge if the answer is incorrect, frame mistakes positively.
- Provide the correct answer, and explain why it is correct.
- Provide partial hints if the pupil is unable to answer
Quote
Results showed that models improved skills relative to no model
