Developing fundamental principles for teacher education programs and practices

Teaching and Teacher Education

Volumn 22, Issue 8, 2006, Pages 1020-1041

  Korthagen, Fred ^a   Loughran, John ^b   Russell, Tom ^c  

^a VU UNIVERSITY AMSTERDAM   (Netherlands)

^b MONASH UNIVERSITY   (Australia)

^c QUEEN S UNIVERSITY   (Canada)

Author keywords

Pedagogy of teacher education; Teacher educators; Theory practice relationship

Indexed keywords

EID: 33749523012     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2006.04.022     Document Type: Article

References (89)

1. Admiraal W.F., Lockhorst D., Wubbels T., Korthagen F.A.J., and Veen W. Computer-mediated communication environments in teacher education: Computer conferencing and the supervision of student teachers. Learning Environments Research 1 (1998) 59-74
2. Anderson G.L., Herr K., and Nihlen A.S. Studying your own school: An educator's guide to qualitative practitioner research (1994), Corwin Press, Thousand Oaks, CA
3. Ashton P. Improving the preparation of teachers. Educational Researcher 25 9 (1996) 21-22 35
4. In: Baird J.R., and Northfield J.R. (Eds). Learning from the PEEL experience (1992), Monash University, Melbourne, Australia
5. Barnes D.A. From communication to curriculum (1975), Penguin, Harmondsworth, UK
6. Barone T., Berliner D.C., Blanchard J., Casanova U., and McGowan T. A future for teacher education. In: Sikula J., Buttery T., and Guyton E. (Eds). Handbook of research on teacher education. 2nd ed. (1996), Macmillan, New York 1108-1149
7. Ben-Peretz M. Curriculum of teacher education programs. In: Anderson L.W. (Ed). International encyclopedia of teaching and teacher education (1995), Elsevier Science/Pergamon, Oxford 543-547
8. Berry A. Self-study in teaching about teaching. In: Loughran J.J., Hamilton M.L., LaBoskey V.K., and Russell T. (Eds). International handbook of self-study of teaching and teacher education practices (2004), Kluwer, Dordrecht, The Netherlands 1295-1332
9. Berry A., and Loughran J.J. Developing an understanding of learning to teach in teacher education. In: Loughran J., and Russell T. (Eds). Improving teacher education practices through self-study (2002), RoutledgeFalmer, London 13-29
10. Bode B. How we learn (1940), Heath, New York
11. Boud D., Keogh R., and Walker D. Reflection: Turning experience into learning (1985), Kogan Page Ltd, London
12. Brookfield S.D. Becoming a critically reflective teacher (1995), Jossey-Bass, San Francisco
13. Brouwer N., and Korthagen F. Can teacher education make a difference?. American Educational Research Journal 42 1 (2005) 153-224
14. Brown J.S., Collins A., and Duguid P. Situated cognition and the culture of learning. Educational Researcher 18 1 (1989) 32-42
15. Bullough Jr. R.V., and Gitlin A. Becoming a student of teaching: Methodologies for exploring self and school context. 2nd ed. (2001), RoutledgeFalmer, London
16. Bullough Jr. R.V., and Kauchak D. Partnerships between higher education and secondary schools: Some problems. Journal of Education for Teaching 23 3 (1997) 215-233
17. In: Calderhead J., and Gates P. (Eds). Conceptualizing reflection in teacher development (1993), Falmer Press, London
18. Carlson H.L. From practice to theory: A social constructivist approach to teacher education. Teachers and Teaching: Theory and Practice 5 2 (1999) 203-218
19. Clandinin D.J. Still learning to teach. In: Russell T., and Korthagen F. (Eds). Teachers who teach teachers (1995), Falmer Press, London 25-31
20. In: Clift R.T., Houston R.W., and Pugach M.C. (Eds). Encouraging reflective practice in teacher education: An analysis of issues and programs (1990), Teachers College Press, New York
21. Cobb P., and Bowers J. Cognitive and situated learning perspectives in theory and practice. Educational Researcher 28 2 (1999) 4-15
22. Cochran-Smith M., and Lytle S.L. Inside/outside: Teacher research and knowledge (1993), Teachers College Press, New York
23. In: Cochran-Smith M., and Zeichner K.M. (Eds). Studying teacher education: The report of the AERA panel on research and teacher education (2005), Lawrence Erlbaum, Mahwah, NJ
24. Cole A.L. Impediments to reflective practice. Teachers and Teaching: Theory and Practice 3 1 (1997) 7-27
25. Cole A.L., and Knowles J.G. Teacher development partnership research: A focus on methods and issues. American Educational Research Journal 30 (1993) 473-495
26. Cook-Sather A. Authorizing student perspectives: Towards trust, dialogue and change in education. Educational Researcher 31 4 (2002) 3-14
27. Damasio A.R. Descartes' error: Emotion, reason and the human brain (1994), Grosset Putman, New York
28. Darling-Hammond L. Professional development schools: Schools for developing a profession (1994), Teachers College Press, New York
29. Dewey J. How we think (1933), Heath and Co, New York
30. Ducharme E.R. The lives of teacher educators (1993), Teachers College Press, New York
31. Elliot J. Action research for educational change (1991), Open University Press, Buckingham
32. Feiman-Nemser S., and Floden R. The cultures of teaching. In: Wittrock M. (Ed). Handbook of research on teaching. 3rd ed. (1986), Macmillan, New York 505-526
33. Fenstermacher G.D. Foreword. In: Loughran J., and Russell T. (Eds). Teaching about teaching: Purpose, passion and pedagogy in teacher education (1997), Falmer Press, London viii-xiii
34. Fosnot C.T. Constructivism: Theory, perspectives, and practice (1996), Teachers College Press, New York
35. Freudenthal H. Weeding and sowing: Preface to a science of mathematical education (1978), Reidel, Dordrecht, The Netherlands
36. Galesloot L.J., Koetsier C.P., and Wubbels Th. Handelingsaspecten bij wederzijds leren van ervaren docenten [Aspects of acting in reciprocal learning of experienced teachers]. Pedagogische Studiën 74 (1997) 249-260
37. Goodlad J.I. Teachers for our nation's schools (1990), Jossey-Bass, San Francisco
38. In: Grimmett P.P., and Erickson G.L. (Eds). Reflection in teacher education (1988), Teachers College Press, New York
39. In: Hamilton M.L. (Ed). Reconceptualising teaching practice: Self-study in teacher education (1998), Falmer Press, London
40. Hermans J.J., Créton H.A., and Korthagen F.A.J. Reducing the gap between theory and practice in teacher education. In: Voorbach J.T. (Ed). Teacher education 9, research and developments on teacher education in the Netherlands (1993), Academisch Boeken Centrum, De Lier 111-120
41. Kessels J.P.A.M., and Korthagen F.A. The relationship between theory and practice: Back to the classics. Educational Researcher 25 3 (1996) 17-22
42. Koetsier C.P., and Wubbels T. Bridging the gap between teacher training and teacher induction. Journal of Education for Teaching 21 3 (1995) 333-345
43. Koetsier C.P., Wubbels T., and Korthagen F.A.J. Learning from practice: The case of a Dutch post-graduate teacher education programme. In: Fuller M.I., and Rosie A.J. (Eds). Teacher education and school partnerships (1997), Edwin Mellen Press, New York 113-132
44. Korthagen F.A.J. Reflective teaching and preservice teacher education in the Netherlands. Journal of Teacher Education 36 5 (1985) 11-15
45. Korthagen F.A.J., and Kessels J.P.A.M. Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher 28 4 (1999) 4-17
46. Korthagen F., and Russell T. Teachers who teach teachers: Some final considerations. In: Russell T., and Korthagen F. (Eds). Teachers who teach teachers: Reflections on teacher education (1995), Falmer Press, London 187-192
47. Korthagen F.A.J., Kessels J., Koster B., Lagerwerf B., and Wubbels T. Linking practice and theory: The pedagogy of realistic teacher education (2001), Lawrence Erlbaum Associates, Mahwah, NJ
48. LaBoskey V.K. Development of reflective practice (1994), Teachers College Press, New York
49. LaBoskey V.K. The methodology of self-study and its theoretical underpinnings. In: Loughran J.J., Hamilton M.L., LaBoskey V.K., and Russell T. (Eds). International handbook of self-study of teaching and teacher education practices (2004), Kluwer, Dordrecht, The Netherlands 817-869
50. Lanier J., and Little J.W. Research in teacher education. In: Wittrock M.C. (Ed). Handbook of research on teaching. 3rd ed. (1986), MacMillan, New York 527-560
51. Lather P. Getting smart: Feminist research and pedagogy within the postmodern (1991), Routledge, New York
52. Lortie D. Schoolteacher (1975), University of Chicago Press, Chicago
53. Loughran J. Developing reflective practice: Learning about teaching and learning through modelling (1996), Falmer Press, London
54. Loughran J. Teaching about teaching: Principles and practice. In: Loughran J., and Russell T. (Eds). Teaching about teaching: Purpose, passion and pedagogy in teacher education (1997), Falmer Press, London 57-69
55. Loughran J. Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education 53 (2002) 33-43
56. Loughran J. Developing a pedagogy of teacher education: Understanding teaching and learning about teaching (2006), Routledge, London
57. In: Loughran J., and Russell T. (Eds). Purpose, passion and pedagogy in teacher education (1997), Falmer Press, London
58. Martin, A.K. (2001, May). Twin peaks: Perspectives on practice and collaboration. Paper presented at the meeting of the Canadian Society for the Study of Education, Québec City, Québec.
59. McIntyre D., and Hagger H. Professional development through the Oxford Internship Model. British Journal of Educational Studies 40 3 (1992) 264-283
60. Merriam S.B. Qualitative research and case learning applications in education (1998), Jossey-Bass, San Francisco
61. Müller-Fohrbrodt G., Cloetta B., and Dann H.D. Der Praxisschock bei jungen Lehrern [The transition shock in beginning teachers] (1978), Klett, Stuttgart, Germany
62. Myers C.B. Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education?. In: Loughran J., and Russell T. (Eds). Improving teacher education practices through self-study (2002), RoutledgeFalmer, London 130-142
63. Northfield J.R., and Gunstone R.F. Research on alternative frameworks: Implications for science teacher education. Research in Science Education 13 (1983) 185-192
64. Northfield J.R., and Gunstone R.F. Teacher education as a process of developing teacher knowledge. In: Loughran J., and Russell T. (Eds). Teaching about teaching: Purpose, passion and pedagogy in teacher education (1997), Falmer Press, London 48-56
65. Osterman K.F., and Kottkamp R.B. Reflective practice for educators: Improving schooling through professional development (1993), Corwin Press, Thousand Oaks, CA
66. Putnam R.T., and Borko H. Teacher learning: Implications of new views of cognition. In: Biddle B.J., Good T.L., and Goodson I.F. (Eds). International handbook of teachers and teaching vol. II (1997), Kluwer Academic Publishers, Dordrecht/Boston/London 1223-1296
67. In: Richardson V. (Ed). Constructivist teacher education: Building new understandings (1997), Falmer Press, London
68. Russell T. Returning to the physics classroom to re-think how one learns to teach physics. In: Russell T., and Korthagen F. (Eds). Teachers who teach teachers (1995), Falmer Press, London 95-109
69. Russell T. The challenge of change in teaching and teacher education. In: Baird J.R. (Ed). Reflecting, teaching, learning: Perspectives on educational improvement (1999), Hawker Brownlow Education, Cheltenham, Victoria, Australia 219-238
70. Russell T. Guiding new teachers' learning from classroom to experience: Self-study of the faculty liaison role. In: Loughran J., and Russell T. (Eds). Improving teacher education practices through self-study (2002), RoutledgeFalmer, London 73-87
71. Sandlin R.A., Young B.L., and Karge B.D. Regularly and alternatively credentialed beginning teachers: Comparison and contrast of their development. Action in Teacher Education 14 4 (1992) 16-23
72. Schön D.A. The reflective practitioner: How professionals think in action (1983), Basic Books, New York
73. Schön D.A. Educating the reflective practitioner (1987), Jossey-Bass, San Francisco
74. Segall A. Disturbing practice: Reading teacher education as text (2002), Peter Lang, New York
75. Sigel I., and Cocking R. Cognitive development from birth to adolescence: A constructivist perspective (1977), Holt, Rinehart & Winston, New York
76. Stake R.E., and Trumbull D. Naturalistic generalisations. Review Journal of Philosophy and Social Science 7 1 and 2 (1982) 1-12
77. Stevenson, R. (1996). What counts as "good" action research? Paper presented at the Ethnography in Educational Research Forum, Philadelphia.
78. Stofflett R.T., and Stoddart T. The ability to understand and use conceptual change pedagogy as a function of prior content learning experience. Journal of Research in Science Teaching 31 (1994) 31-51
79. Tigchelaar A., and Melief K. Peer supported learning for students on paid practice: Student teachers learn to supervise one another. In: Willems G.M., Stakenborg J.H.J., and Veugelers W. (Eds). Trends in Dutch teacher education (2000), Garant/VELON, Apeldoorn, The Netherlands/Leuven, Belgium 185-195
80. Tom A. Redesigning teacher education (1997), State University of New York Press, Albany
81. In: Upitis R. (Ed). Who will teach? A case study of teacher education reform (2000), Caddo Gap Press, San Francisco
82. Van Manen M. The language of pedagogy and primacy of student experience. In: Loughran J. (Ed). Researching teaching: Methodologies and practice for understanding pedagogy (1999), Falmer Press, London 13-27
83. Vedder J. Oriëntatie op het beroep van leraar [Orientation towards the teaching profession] (1984), Swets & Zeitlinger, Lisse
84. Vedder, J., & Bannink, P. (1987). The development of practical skills and reflection at the beginning of teacher training. Paper presented at the meeting of the Association of Teacher Education in Europe, Berlin.
85. Veenman S. Perceived problems of beginning teachers. Review of Educational Research 54 (1984) 143-178
86. Wideen M., Mayer-Smith J., and Moon B. A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research 68 (1998) 130-178
87. Zeichner K., and Gore J. Using action research as a vehicle for student teacher reflection: A social reconstructionist approach. In: Noffke S.E., and Stevenson R. (Eds). Educational action research: Becoming practically critical (1995), Teachers College Press, New York 13-130
88. Zeichner K.M., and Noffke S.E. Practitioner research. In: Richardson V. (Ed). Handbook of research on teaching. 4th ed. (2001), American Educational Research Association, Washington, DC 298-330
89. Zeichner K., and Tabachnick B.R. Are the effects of university teacher education washed out by school experiences?. Journal of Teacher Education 32 (1981) 7-11