This article describes the implementation of a ‘cyclic’, practical model-based syllabus on a short pre-service teacher training course. The case for an overt model-based approach to initial teacher training is made, with reference to recent developments in cognitive psychology. Research carried out into trainees' perception of a model-based approach is presented, suggesting that such an approach may help trainees to become more effectively reflective teachers at earlier stages in courses of this nature.
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Nicky Hockly (2000) studied this question.
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