International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Korthagen Fred A. J.
Page 2/2
19 items
11
The aim of the present article is to examine the question of what the Lave and Wenger perspective could mean to teacher educators' and researchers' understanding of teacher behavior and teacher learning, and to the pedagogy used in teacher education. Based on their work, a three-level model of learning is used to analyze the friction between teacher behavior in practice and the wish to ground teachers' practices in theory. This model leads to concrete implications for the pedagogy of teacher education.
Published: 2010
Updated: Jan. 12, 2010
12
In this article, the authors discuss what it means to be a professional teacher with practical wisdom. Furthermore, they discuss how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories on the functioning of the human mind in general, and teacher behavior in particular, the notions of practical wisdom, theory, and experience are connected in a triangular model.
Published: 2009
Updated: Jul. 20, 2009
13
In this study, the authors examined 32 teachers' learning in an informal learning environment. The authors analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in behavior and learning activities.
Published: 2009
Updated: Jun. 08, 2009
14
The current study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. In this paper, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.
Published: 2009
Updated: Mar. 30, 2009
15
This paper reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards-based procedure of (self-)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In the research, the authors used 25 completed portfolio’s made by teacher educators participating in the standards-based procedure of (self-)assessment and professional development.
Published: 2008
Updated: Feb. 18, 2009
16
In this paper, the authors describe a small in-depth study, in which they attempted to establish whether teacher educators begin to teach more congruently when supported, and the factors influencing the occurrence or nonoccurrence of such congruent teaching. To do so, the authors organized a workshop on the subject. The authors found that a particularly important aspect of congruent teaching, i.e. the teacher educators’ ability to link their own teaching to theory, had improved.
Published: 2008
Updated: Feb. 17, 2009
17
The article examines modeling and its consequences on teachers educators' as far as practices of teachers studies. The article examines literature and multiple case-study on modeling. The study result is that there is a black spot in the body of knowledge on teacher education and the actual practice of many teacher educators/
Published: 2007
Updated: Jul. 30, 2008
18
The article explores the skills needed by mentor teachers in order to succeed as advisors and instructors. The study identified seven supervisory skills within 60 mentoring dialogues. After training, however, a shift was observed regarding the frequencies and duration of each supervisory skill. The training positively affected the use of skills and the stimulation of reflection in student teachers.
Published: 2008
Updated: Apr. 08, 2008
19
A study was conducted to explore how experienced teachers learn informally through classroom teaching activities. Four aspects of activities were studied: behavior, cognition, motivation and emotion. Findings demonstrate that cognitive, affective, motivational and behavioral aspects are interrelated in classroom teaching and that learning from classroom teaching occurs at several levels of awareness. The authors argue that a theory of teacher learning should account for activities involved in the alignment of behaviour to plan and for the role of motivation and emotion.
Published: 2007
Updated: Mar. 04, 2008