When Teaching Teachers—Less Talk, More Do

Edutopia

Summary for Educators: “When Teaching Teachers—Less Talk, More Do”

In the article When Teaching Teachers—Less Talk, More Do, Edutopia highlights research showing that active, hands-on preparation is more effective than traditional, theory-heavy approaches in helping pre-service teachers build essential classroom skills. As aspiring educators face the challenge of preparing for long teaching careers in just a few short years, the study underscores the importance of practical experience early in teacher training.

The research compared two teacher preparation models: one based on conventional methods like reading, discussion, and theoretical reflection, and another centered on active learning strategies such as observing experienced teachers and rehearsing teaching moves with real-time coaching. The latter approach—rooted in immediate feedback and real-world modeling—yielded significantly better outcomes in teacher proficiency.

Specifically, pre-service teachers trained through observation and rehearsal were more effective at eliciting and responding to student answers during elementary math instruction. These teachers demonstrated stronger skills in guiding students through basic tasks, such as single-digit addition, and correcting misconceptions on the spot—key abilities for fostering student understanding and engagement.

The study draws a compelling analogy to sports: just as athletes improve through practice and coaching, so do teachers. Teacher education programs, the authors argue, should prioritize repeated practice, real-time coaching, and authentic simulations of classroom dynamics to accelerate professional growth and classroom readiness.

Link to original research

Original Article

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com