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As a new teacher educator of beginner teachers on the Graduate Teacher Programme in a large School of Education in a UK university, I have reflected on how I have been able to develop the effectiveness of modelling good professional practice to student‐teachers. In this paper I will present ways in which I have made modelling more explicit, how students have been given the opportunity to reflect on what they have learned and how they learnt it, and the responses of students to the modelling. By developing the effectiveness of modelling in combination with an open dialogue and reflective practice, I discovered that my students were able to articulate their learning more clearly.
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Elizabeth White (2010) studied this question.
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