Can teacher education make a difference?

American Educational Research Journal

Volumn 42, Issue 1, 2005, Pages 153-224

  Brouwer, Niels ^a   Korthagen, Fred ^b  

^a RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

^b UTRECHT UNIVERSITY   (Netherlands)

Author keywords

Occupational socialization; Program design; Teacher education; Theory practice gap

Indexed keywords

EID: 17244378475     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312042001153     Document Type: Article

References (73)

1. Airasian, P. W. (2001). Classroom assessment: Concepts and applications. New York: McGraw-Hill.
2. Barone, T., Berliner, D. C., Blanchard, J., Casanova, U., & McGowan, T. (1996). A future for teacher education. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 1108-1149). New York: Macmillan.
3. Ben-Peretz, M. (1995). Curriculum of teacher education programs. In L. W. Anderson (Ed.), International encyclopedia of teacher education (pp. 543-547). Oxford, England: Elsevier Science/Pergamon.
4. Berger, H. (1974). Untersuchungsmethode und soziale Wirklichkeit [Research method and social reality]. Frankfurt: Suhrkamp.
5. Blumer, H. (1969). Symbolic interactionism: Perspective and method. Chicago: University of Chicago Press.
6. Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective. Learning and Instruction, 13, 327-347.
7. Brouwer, C. N. (1987, April). Cooperation structures in preservice teacher education programs and their effects on beginning teachers ' classroom performance. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
8. Brouwer, C. N. (1989). Geïntegreerde lerarenopleiding, principes en effekten, een longitudinaal onderzoek naar organisatie, didaktiek en leereffekten van de Utrechtse universitaire lerarenopleiding [Integrative teacher education: Principles and effects]. Amsterdam: Brouwer.
9. Brouwer, C. N. (1997). De eindstage van de Hogeschool Gelderland [Individual transition practice in the ILS School of Education, Nijmegen, the Netherlands]. In J. Boter & T. van der Veen (Eds.), De lerarenopleidingen: van opleidingsconcept naar opleidingspraktijk: Een selectie uit de bijdragen aan het VELON-congres 1996 (pp. 113-126). Louvain, Belgium: Garant.
10. Brouwer, C. N., & Korthagen, F. A. J. (1995). Reality shock revisited. Or: The promise of integrative preservice teacher education. Nijmegen, the Netherlands: ILS School of Education.
11. Brouwer, C. N., Brouwers, T., Kienstra, N., Leisink, J., Liebrand, R., van Maanen, S., et al. (2002). Voor de klas: Voorbereidingen op de praktijk [Learn and let learn: A mutual support guide for teachers]. Bussum, the Netherlands: Coutinho.
12. Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7, 1-18.
13. Carlson, H. L. (1999). From practice to theory: A social constructivist approach to teacher education. Teachers and Teaching: Theory and Practice, 5, 203-218.
14. Cochran-Smith, M., & Fries, M. K. (2001). Sticks, stones and ideology: The discourse of reform in teacher education. Educational Researcher, 30(8), 3-15.
15. Cochran-Smith, M., & Zeichner, K.M. (in press). Final report from the Panel on Research on Teacher Education. Washington, DC: American Educational Research Association.
16. Cole, A. L., & Knowles, J. G. (1993). Shattered images: Understanding expectations and realities of field experiences. Teaching and Teacher Education, 9, 457-471.
17. Commissie Universitaire Lerarenopleiding Academische Raad, Werkgroep Schoolpraktika. (1979). Het schoolpraktikum in de universitaire lerarenopleiding [Student teaching in university teacher education]. The Hague: Academische Raad.
18. Commissie Universitaire Lerarenopleiding Academische Raad, Werkgroep Schoolpraktika. (1980). De implementatie van de universitaire lerarenopleiding: Kernadvies aan de Academische Raad [The implementation of university teacher education: Core advice to the Academic Council]. The Hague: Academische Raad.
19. Corcoran, E. (1981). Transition shock: The beginning teacher's paradox. Journal of Teacher Education, 32, 19-23.
20. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
21. Cronbach, L. J. (1957). The two disciplines of scientific psychology. American Psychologist, 12, 671-684.
22. Cronbach, L. J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127.
23. Darin, H.-D., Cloetta, B., Müller-Fohrbrodt, G., & Helmreich, R. (1978). Umweltbedingungen innovativer Kompetenz: Eine Lä ngsschnittuntersuchung zur Sozialisation von Lehrern in Ausbildung und Beruf [Contextual conditions of innovative competence: A longitudinal study of teacher socialization during preservice training and beginning teaching], Stuttgart, Germany: Klett-Cotta.
24. Dann, H.-D., & Humpert, W. (2002). Das Konstanzer Trainingsmodell (KTM) - Grundlagen und neue Entwicklungen [The Konstanz training model (KTM) - Foundations and recent developments]. Zeitschrift für Pädagogik, 48, 215-226.
25. Dann, H.-D., Müller-Fohrbrodt, G., & Cloetta, B. (1981). Sozialisation junger Lehrer im Beruf. Praxisschock drei Jahre später [Occupational socialization in young teachers: Practice shock three years later]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 13, 251-262.
26. Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51, 166-173.
27. Davydov, V. (1977). Arten der Verallgemeinerung im Unterricht [Types of generalization in education]. Berlin: Volk & Wissen.
28. Denscombe, M. (1985). Classroom control: A sociological perspective. London: Allen & Unwin.
29. Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual. In W. Houston (Ed.), Handbook of research in teacher education (pp. 212-233). New York: Macmillan.
30. Feiman-Nemser, S., & Buchman, M. (1989). Describing teacher education: A framework and illustrative findings from a longitudinal study of six students. Elementary School Journal, 89, 365-377.
31. Fitzner, K. (1979). Das Schulpraktikum als soziales System: Eine Untersuchung des Problems der Uebertragung von Systemleistungen in der 1. Phase der Lehrerausbildung [The student teaching practicum as a social system: An investigation of the problem of transfer of system functions in preservice teacher education]. Basel, Switzerland: Beltz.
32. Ginjaar-Maas, N., Brouwer, N., & Leenderse, M. (Eds.). (1997). Kwaliteit op 254 percelen: Eindrapport van de visitatiecommissie tweedegraads lerarenopleidingen [Quality on 254 parcels: Final report of the audit committee for colleges of secondary teacher education]. The Hague: Netherlands Quality Agency.
33. Goldhammer, R., Anderson, R., & Krazcuski, R. (1980). Clinical supervision. New York: Holt, Rinehart & Winston.
34. Hinsch, R. (1979). Einstellungswandel und Praxisschock bei jungen Lehrern, eine empirische Längsschnittuntersuchung [Attitude change and practice shock in beginning teachers, an empirical longitudinal study]. Basel, Switzerland: Beltz.
35. Katz, L., Raths, R., Mohanty, C., Kurachi, A., & Irving, J. (1981). Follow-up studies: Are they worth the trouble? Journal of Teacher Education, 32, 18-24.
36. Kelman, H. C. (1974). Attitudes are alive and well and gainfully employed in the sphere of action. American Psychologist, 29, 310-324.
37. Kessels, J. W. M. (1993). Towards design standards for curriculum consistency in corporate education. Enschede, the Netherlands: Technische Universiteit.
38. Kil-Albersen, A. M. E. (Ed.). (2004). Samen Scholen: Eindrapport van de visitatiecommissie Tweedegraads Lerarenopleidingen [Schooling in collaboration: Final report of the audit committee for colleges of secondary teacher education]. The Hague: Netherlands Quality Agency.
39. Koetsier, C. P. (1991). Een brug tussen opleiding en praktijk: een studie over de individuele eindstage als brug tussen lerarenopleiding en praktijk [Bridging the gap between teacher education and teaching practice]. Utrecht, the Netherlands: WCC.
40. Koetsier, C. P., & Wubbels, J. T. (1995). Bridging the gap between initial teacher training and teacher induction. Journal of Education for Teaching, 21, 333-345.
41. Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97.
42. Korthagen, F. A.J., Kessels, J., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Erlbaum.
43. Korthagen, F. A. J., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional development. Teachers and Teaching: Theory and Practice, 11, 49-73.
44. Lacey, C. (1977). The socialization of teachers. London: Methuen.
45. Lacey, C. (1995). Professional socialization of teachers. In W. Anderson (Ed.), International encyclopedia of teaching and teacher education (pp. 616-620). Oxford, England: Elsevier Science/Pergamon.
46. Liston, D. P., & Zeichner, K. M. (1990). Teacher education and the social conditions of schooling. New York: Routledge.
47. Lortie, D. C. (1975). Schoolteacher, a sociological study. Chicago: University of Chicago Press.
48. Maschewsky, W. (1979). Zur Bedingungskontrolle in der psychologischen Forschung: Rationale, Möglichkeit, Notwendigkeit [Experimental control in psychological research: Its rationale, possibility, and necessity]. In M. Jäger, E. Leiser, W. Maschewsky, & U. Schneider (Eds.), Subjektivität als Methodenproblem, Beiträge zur Kritik der Wissenschaftstheorie und Methodologie der bürgerlichen Psychologie (pp. 142-174). Cologne, Germany: Pahl-Rugenstein.
49. Maxwell, J. A. (2004). Causal explanation, qualitative research, and scientific inquiry in education. Educational Researcher, 33(2), 3-12.
50. McIntyre, D., & Hagger, H. (1992). Professional development through the Oxford internship model. British Journal of Educational Studies, 40, 264-283.
51. Merton, R. K., Reader, G. G., & Kendall, P. L. (1957). The student physician: Introductory studies in the sociology of medical education. Cambridge, MA: Harvard University Press.
52. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
53. Müller-Fohrbrodt, G., Cloetta, B., & Dann, H. D. (1978). Der Praxisschock bei jungen Lehrern: Formen-Ursachen-Folgerungen. Eine zusammenfassende Bewertung der theoretischen und empirischen Erkenntnisse [Practice shock in young teachers: Forms, causes, and consequences. An evaluative summary of theoretical insights and empirical evidence]. Stuttgart, Germany: Klett-Cotta.
54. Nölle, K. (2002). Probleme der Form und des Erwerbs unterrichtsrelevanten pädagogischen Wissens [Issues of form and acquisition of educational knowledge relevant to teaching]. Zeitschrift für Pädagogik, 48, 48-67.
55. Oosterheert, I. E. (2001). How student teachers learn: A psychological perspective on knowledge construction in learning to teach. Groningen, the Netherlands: Rijksuniversiteit Groningen.
56. Oosterheert, I. E., Vermunt, D., & Denessen, E. (2002). Assessing orientations to learning to teach. British Journal of Educational Psychology, 72, 41-64.
57. Peters, J. J., & Tillema, H. H. (Eds.). (1987). Scholing in onderwijs en bedrijf[Schooling in education and business]. Lisse, the Netherlands: Swets & Zeitlinger.
58. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
59. Siegel, S. (1956). Nonparametric statistics for the behavioral sciences. New York: McGraw-Hill.
60. Stokking, K., Leenders, F., de Jong, J., & van Tartwijk, J. (2003). From student to teacher: Reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education, 26, 329-350.
61. Stufflebeam, D., & Webster, W. J. (1988). Evaluation as an administrative function. In N. J. Boyan (Ed.), Handbook of research on educational administration (pp. 569-603). New York: Longman.
62. Tabachnick, B. R. (1981). Teacher education as a set of dynamic social events. In B. R. Tabachnick, T. Popkewitz, & B. B. Szekely (Eds.), Studying teaching and learning: Trends in Soviet and American research (pp. 183-199). New York: Praeger.
63. Tharp, R. G., Estrada, P., Stoll Dalton, S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press.
64. Tom, A. (1997). Redesigning teacher education. Albany: State University of New York Press.
65. Veenman, S. A. M. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.
66. Wahl, D. (2002). Mit Training vom trägen Wissen zum kompetenten Handeln? [Training of slow knowledge as an avenue towards competent action?]. Zeitschrift für Pädagogik, 48, 227-241.
67. Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1967). Pragmatics of human communication. New York: Norton.
68. Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68, 130-178.
69. Wubbels, T., & Korthagen, F. A. J. (1990). The effects of a pre-service teacher education program for the preparation of reflective teachers. Journal of Education for Teaching, 16, 29-43.
70. Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). New York: Macmillan.
71. Zeichner, K. M., & Schulte, A. K. (2001). What we know and don't know from peer-reviewed research about alternative teacher certification programs. Journal of Teacher Education, 52, 266-282.
72. Zeichner, K. M., & Tabachnick, B. R. (1981). Are the effects of university teacher education "washed out" by school experience? Journal of Teacher Education, 32, 7-13.
73. Zeichner, K. M., & Tabachnick, B. R. (1985). Social strategies and institutional control in the socialization of beginning teachers. Journal of Education for Teaching, 11, 1-25.