Explicit modelling in teacher education
– a systematic review
DOI:
https://doi.org/10.7146/lup.v11i2.165047Nøgleord:
Review, undervisning på læreruddannelsen, eksplicit modellering, empiriske studier, teori og metodeResumé
Denne artikel undersøger undervisningspraksis i læreruddannelsen gennem et systematisk review af 41 empiriske studier fra Nordamerika og Europa publiceret i perioden 2000-2025. Studiet kombinerer deskriptiv kortlægning og tematisk analyse og viser, at forskningen på området er begrænset, ujævnt fordelt og metodisk snæver, idet den primært bygger på kvalitative interviewstudier af læreruddanneres egne beskrivelser af praksis. Studierne fokuserer især på eksplicit modellering, professionel viden og relationen mellem teori og praksis, men giver kun begrænset indsigt i undervisningens konkrete gennemførelse. Som et særligt fokus analyserer artiklen, hvordan modellering forstås og praktiseres på tværs af studierne. Analysen identificerer fire perspektiver på modellering: synlighed, teori og refleksion, faglig dømmekraft samt underviseridentitet. Samlet peger reviewet på et markant gab mellem beskrivelser af eksplicit modellering som undervisningspraksis og empirisk viden om dens faktiske udfoldelse. Artiklen argumenterer derfor for behovet for mere observationsbaseret forskning i læreruddannelsens undervisning.
Referencer
Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2–11.
Dengerink, J. & Lunenberg, Mieke & F. Korthagen, (2015). The Professional Teacher Educator: Six Roles. Beiträge zur Lehrerinnen- und Lehrerbildung. 33. 334-344.
Forsström, S., & Munthe, E. (2023). What characterizes Nordic research on initial teacher education: A systematic scoping review. University of Stavanger. https://doi.org/10.23865/nse.v43.5588
Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302. https://doi.org/10.1177/0022487114535266
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. https://doi.org/10.3102/0002831207312906
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289.
Graf, S. T., & Rasmussen, H. F. (2025). Student Teachers’ Noticing of Teaching Quality in Video-Enhanced Campus Teaching. Education Sciences, 15(6), 739. https://doi.org/10.3390/educsci15060739
Hopmann, S. (2007). Restrained teaching: The common core of Didaktik. European Educational Research Journal, 6(2), 109–124. https://doi.org/10.2304/eerj.2007.6.2.109
Jenset, I. S., Klette, K., & Hammerness, K. M. (2018). Grounding teacher education in practice around the world: An examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education, 69(2), 184–197. https://doi.org/10.1177/0022487117728248
Kansanen, P., & Meri, M. (1999). The didactic relation in the teaching-studying-learning process. TNTEE Publications, 2, 107–116.
Klafki, W. (2000). The significance of classical theories of Bildung for a contemporary concept of Allgemeinbildung. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German didaktik tradition (pp. 85–107). Lawrence Erlbaum Associates.
Korthagen, F. A. J. (2016). Pedagogy of teacher education. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 311–346). Springer Singapore. https://doi.org/10.1007/978-981-10-0366-0_8
Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041. https://doi.org/10.1016/j.tate.2006.04.022
Leahy, K., Calderón, A., O’Meara, N., MacPhail, A., & O’Flaherty, J. (2025). Navigating times of change through communities of practice: A focus on teacher educators’ realities and professional learning. Teaching and Teacher Education, 156, 104925. https://doi.org/10.1016/j.tate.2025.104925
Loughran, John & Berry, Amanda. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21. 193-203. https://doi.org/10.1016/j.tate.2004.12.005.
Loughran, J. (2011). On becoming a teacher educator. Journal of Education for Teaching, 37(3), 279–291. https://doi.org/10.1080/02607476.2011.588016
Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. Routledge.
Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5), 586–601. https://doi.org/10.1016/j.tate.2006.11.001
Newman, M., & Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. Systematic Reviews in Educational Research, 64(3), 3–22.
Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators’ professional learning: A literature review. Teaching and Teacher Education, 75, 93–104. https://doi.org/10.1016/j.tate.2018.06.003
Rakisheva, Aigul & Witt, Allison. (2023). Digital competence frameworks in teacher education-A literature review. Issues and Trends in Learning Technologies, 11. 10.2458/itlt.5205.
Slot, M. F., Hjarnø, G., Reng, M., & Moe, C. B. (2022). Learning to notice og brug af videooptaget undervisning i læreruddannelsen. Studier i Læreruddannelse og -Profession, 7(2), 21. https://doi.org/10.7146/lup.v7i2.132892
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Swennen, A., Lunenberg, M., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, 14(5–6), 531–542. https://doi.org/10.1080/13540600802571387
Swennen, A., & van der Klink, M. (Eds.). (2008). Becoming a teacher educator: Theory and practice for teacher educators. Springer.
Swennen, A., Jones, K., & Volman, M. (2014). Teacher educators: Their identities, sub-identities and implications for professional development. In The professional development of teacher educators (pp. 138–155).
Willemse, M., Lunenberg, M., & Korthagen, F. (2008). The moral aspects of teacher educators’ practices. Journal of Moral Education, 37(4), 445–466. https://doi.org/10.1080/03057240802399269
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Copyright (c) 2026 Marie Falkesgaard Slot, Mathias Thorborg , Ida Elbæk , Dorrit Sørensen, Lene Storgaard, Pia Bövadt
Dette værk er under følgende licens Creative Commons Navngivelse – Ikke-kommerciel – Ingen Bearbejdede Værker (by-nc-nd).
Studier i læreruddannelse og -profession modtager kun manuskripter som ikke tidligere har været publiceret i nordiske tidsskrifter og ikke er samtidigt er indsendt til andre tidsskrifter.
Forfattere giver tidsskriftet ret til første publicering og bevarer deres ophavsret.
Udgivne artikler er omfattet af Creative Commons licens CC BY-NC-ND. By (navngivning), NC, (non commerical), ND (no derivatives). Den tillader alene spredning af værket til offentligheden, dvs. downloade og dele dem med andre, så længe dit værk krediteres, ikke ændres eller anvendes komercielt. https://creativecommons.org/share-your-work/).
