The way in which teacher educators teach has a greater impact on student teachers’ thinking about practice than what teacher educators teach. So, teacher educators need to be able to model the competences and attributes they wish their students to adopt. Swennen et al. (2008). concluded that, in order to ‘model’ what they teach, teacher educators need to develop the ability to link their own (tacit) theories and practice of teaching to public theory, i.e., in Korthagen’s words, to translate Theory with a capital ‘T’ to theory with a small ‘t’.