This article presents the way four school-based teacher educators take their role while educating prospective teachers. Student teachers learn how to teach while participating in school supported by a school-based teacher educator. Based on theoretical notions derived from literature on teacher education and on workplace learning the Cognitive Apprenticeship Model was specified, and used in a case study as a framework to describe the activity of four school-based teacher educators.These educators are using tools (e.g., apprenticeship assignments) developed within the teacher education institute and they rely on their professional knowledge as experienced school teachers. This results in student teachers being provided with useful tips which however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. The school-based teacher educators did not find a way of making optimal use of the possibilities of the social context of the school as a learning environment.
Author Keywords
Index Keywords
