How teacher education can make a difference

Journal of Education for Teaching

Volumn 36, Issue 4, 2010, Pages 407-423

  Korthagen, Fred A J ^a  

^a VU UNIVERSITY AMSTERDAM   (Netherlands)

Author keywords

Practical knowledge; Reflection; Situated cognition; Teacher development; Teacher education; Theory practice gap

Indexed keywords

EID: 77957237032     PISSN: 02607476     EISSN: 13600540     Source Type: Journal    
DOI: 10.1080/02607476.2010.513854     Document Type: Article

References (73)

1. Anderson, J.R. 1980. Cognitive psychology and its implications. San Francisco, CA: W.H. Freeman.
2. Bargh, J.A. 1990. Auto-motives: preconscious determinants of social interaction. In Handbook of motivation and cognition: Foundations of social behaviour, ed. E.T. Higgins and R.M. Sorrentino, 93-130. New York: The Guilford Press.
3. Barone, T., D.C. Berliner, J. Blanchard, U. Casanova, and T. McGowan. 1996. A future for teacher education. In Handbook of research on teacher education, 2nd ed., ed. J. Siluka, 1108-49. New York: Macmillan.
4. Bartlett, F.C. 1932. Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press.
5. Brouwer, N., and F. Korthagen. 2005. Can teacher education make a difference? American Educational Research Journal 42, no. 1: 153-224.
6. Brown, J.S., A. Collins, and P. Duguid. 1989. Situated cognition and the culture of learning. Educational Researcher 18, no. 1: 32-42.
7. Carlson, H.L. 1999. From practice to theory: A social constructivist approach to teacher education. Teaches and Teaching: Theory and Practice 5, no. 2: 203-18.
8. Clandinin, D.J. 1995. Still learning to teach. In Teachers who teach teachers, ed. T. Russell and F. Korthagen, 25-31. London/Washington: Falmer Press.
9. Clark, C.M., and R.J. Yinger. 1979. Teachers' thinking. In Research on teaching: Concepts, findings and implications, ed. P.L. Peterson and H.J. Walberg, 231-63. Berkeley, CA: McCutchan.
10. Clarke, D., and H. Hollingsworth. 2002. Elaborating a model of teacher professional growth. Teaching and Teacher Education 18, no. 8: 947-67.
11. Cochran-Smith, M., and K.M. Zeichner, eds. 2005. Studying teacher education: The report of the Panel on Research and Teacher Education. Washington, DC: American Educational Research Association/Mahwah, Erlbaum.
12. Cole, A.L., and J.G. Knowles. 1993. Teacher development partnership research: A focus on methods and issues. American Educational Research Journal 30, no. 3: 473-95.
13. Copeland, W.D., C. Birmingham, L. DeMeulle, M. D'Emidio-Caston, and D. Natal. 1994. Making meaning in classrooms: An investigation of cognitive processes in aspiring teachers, experienced teachers, and their peers. American Educational Research Journal 31, no. 1: 166-96.
14. Damasio, A.R. 1994. Descartes' error: Emotion, reason and the human brain. New York: Grosset Putman.
15. Dann, H.D., B. Cloetta, G. Müller-Fohrbrodt, and R. Helmreich. 1978. Umweltbedingungen innovativer Kompetenz [Contextual conditions of innovation competence]. Stuttgart, Germany: Klett-Cotta.
16. Day, C. 1999. Developing teachers: The challenges of lifelong learning. London/ Philadelphia: Falmer Press.
17. Day, C. 2004. A passion for teaching. London/New York: Routledge-Falmer.
18. Dewey, J. 1904. The relation of theory to practice in education. In The relation between theory and practice in the education of teachers: Third Yearbook of the National Society for the Scientific Study of Education, part 1, ed. C.A. McMurry, 9-30. Chicago: The University of Chicago Press.
19. Dewey, J. 1938. Experience and education. New York: Macmillan.
20. Dolk, M. 1997. Onmiddellijk onderwijsgedrag [Immediate teaching behavior]. Utrecht, Netherlands: WCC.
21. Epstein, S. 1990. Cognitive-experiential self-theory. In Handbook of personality, theory and research, ed. L.A. Pervin, 165-92. New York: The Guilford Press.
22. Epstein, S. 1998. Constructive thinking: The key to emotional intelligence. Westport, CT: Praeger.
23. Eraut, M. 1995. Schön shock: A case for reframing reflection-in-action? Teachers and Teaching: Theory and Practice 1, no. 1: 9-22.
24. Fenstermacher, G.D. 1994. The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education 20: 3-56.
25. Gazzaniga, M.S. 1999. The mind's past. Los Angeles, CA: University of California Press.
26. Gee, J.P. 1997. Thinking, learning and reading: The situated sociocultural mind. In Situated cognition: Social semiotic and psychological perspectives, eds D. Kirshner and J.A. Whitson, 235-59. Mahwah, NJ: Lawrence Erlbaum Associates.
27. Gibbons, M., L. Limoges, H. Nowotny, S. Schwartzman, P. Scott, and M. Trow. 1994. The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage.
28. Halkes, R., and J.K. Olson. 1984. Introduction. In Teacher thinking: A new perspective on persisting problems in education, ed. R. Halkes and J.K. Olson, 1-6. Lisse: Swets and Zeitlinger.
29. Hargreaves, A. 1998. The emotions of teaching and educational change. In International handbook of educational change, ed. A. Hargreaves, A. Lieberman, M. Fullan, and D. Hopkins, 558-75. Dordrecht/Boston/London: Kluwer.
30. Hatana, G., K., and Inagaki. 1991. Sharing cognition through collective comprehension activity. In Perspectives on socially shared cognition, ed. L. Resnick, J. Levine, and S. Teasky, 331-48. Washington, DC: American Psychological Association.
31. Hermans, J.J., H.A. Créton, and F.A.J. Korthagen. 1993. Reducing the gap between theory and practice in teacher education. In Teacher education 9: Research and developments on teacher education in the Netherlands, ed. J.T. Voorbach, 111-20. De Lier: Academisch Boeken Centrum.
32. Hoban, G.F. 2002. Teacher learning for educational change. Buckingham/Philadelphia: Open University Press.
33. Hoban, G.F. 2005. The missing links in teacher education design: Developing a multi-linked conceptual framework. Dordrecht: Springer.
34. Hoekstra, A., D. Beijaard, M. Brekelmans, and F. Korthagen. 2007. Experienced teachers' informal learning from classroom teaching. Teachers and Teaching: Theory and Practice 13, no. 2: 189-206.
35. Imig, D.G., and T.J. Switzer. 1996. Changing teacher education programs. In Handbook of research on teacher education, 2nd ed., ed. J. Sikula, 213-26. New York: Macmillan.
36. Immordino-Yang, M.H., and A. Damasio. 2007. We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education 1, no. 1: 3-10.
37. Johnson, M. 1987. The body in the mind. Chicago: The University of Chicago Press.
38. Joram, E. and A. Gabriele. 1998. Preservice teacher's prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education 14, no. 2: 175-91.
39. Koetsier, C.P., T. Wubbels, and F.A.J. Korthagen. 1997. Learning from practice: The case of a Dutch postgraduate teacher education programme. In Teacher education and school partnerships, ed. M.I. Fuller and A.J. Rosie, 113-32. New York: Edwin Mellen Press.
40. Köhler, W. 1947. Gestalt psychology. New York: Liveright.
41. nd ed. New York: Pergamon Press.
42. 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, no. 1: 77-97.
43. Korthagen, F. 2010. Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education 26: 98-106.
44. Korthagen, F.A.J., and J.P.A.M. Kessels. 1999. Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher 28, no. 4: 4-17.
45. Korthagen, F.A.J., J. Kessels, B. Koster, B. Lagerwerf, and T. Wubbels. 2001. Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.
46. Korthagen, F.A.J., and B. Lagerwerf. 1996. Reframing the relationship between teacher thinking and teacher behaviour: Levels in learning about teaching. Teachers and Teaching: Theory and Practice 2, no. 2: 161-90.
47. Korthagen, F., J. Loughran, and T. Russell. 2006. Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education 22, no. 8: 1020-41.
48. Koster, B., and F. Korthagen. 2001. Training teacher educators for the realistic approach. In Linking practice and theory: The pedagogy of realistic teacher education, ed. F.A.J. Korthagen, J. Kessels, B. Koster, B. Lagerwerf, and T. Wubbels, 239-53. Mahwah, NJ: Lawrence Erlbaum Associates.
49. Kuhn, T.S. 1977. The essential tension: Selected studies in scientific tradition and change. Chicago: University of Chicago Press.
50. Lakoff, G., and M. Johnson. 1999. Philosophy in the flesh: The embodied mind and its challenges to western philosophy. New York: Basic Books.
51. Lanier, J., and J.W. Little. 1986. Research in teacher education. In Handbook of research on teaching, 3rd ed., ed. M.C. Wittrock, 527-60. New York: MacMillan.
52. Lauriala, A. 1998. Reformative in-service education for teachers (RINSET) as a collaborative action and learning enterprise: Experiences from a Finnish context. Teaching and Teacher Education 14, no. 1: 53-66.
53. Lave, J., and S. Kvale. 1995. What is anthropological research? An interview with Jean Lave by Steinar Kvale. Qualitative Studies in Education 8, no. 3: 219-28.
54. Lazarus, R.S. 1991. Emotion and adaptation. New York/Oxford: Oxford University Press.
55. Lortie, S. 1975. Schoolteacher: A sociological study. Chicago: University of Chicago Press.
56. Loughran, J. 2006. Developing a pedagogy of teacher education. London: Routledge.
57. Luijten, M.C.G., J.E. Marinus, and J.M. Bal. 1995. Wie gaat er in het onderwijs werken? [Who is going to work in education?]. Leiden: Research for Beleid.
58. Müller-Fohrbrodt, G., B. Cloetta, and H.D. Dann. 1978. Der Praxisschock bei jungen Lehrern [The transition shock in beginning teachers]. Stuttgart: Klett.
59. Robinson, V.M.J. 1998. Methodology and the research-practice gap. Educational Researcher 27, no. 1: 17-26.
60. Samson, L., and R. Luijten. 1996. Wie gaat er in het onderwijs werken? [Who is going to work in education?] (part of the report specifically focusing on the Utrecht program). Leiden: Research voor Beleid.
61. Schön, D.A. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books.
62. Shulman, L.S. 1998. Theory, practice, and the education of professionals. The Elementary School Journal 98, no. 5: 511-26.
63. nd ed., ed. J. Sikula, 666-703. New York: Macmillan.
64. Tigchelaar, A., and K. Melief. 2000. Peer supported learning for students on paid practice: Student teachers learn to supervise one another. In Trends in Dutch teacher education, ed. G.M. Willems, J.H.J. Stakenborg and W. Veugelers, 185-95. Apeldoorn/Leuven: Garant.
65. Tom, A. 1997. Redesigning teacher education. Albany: State University of New York.
66. Van Hiele, P.M. 1973. Begrip en inzicht [Understanding and insight]. Purmerend: Muusses.
67. Van Hiele, P.M. 1986. Structure and insight, a theory of mathematics education. Orlando: Academic Press.
68. Veenman, S. 1984. Perceived problems of beginning teachers. Review of Educational Research 54, no. 2: 143-78.
69. Wideen, M., J. Mayer-Smith, and B. Moon. 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: 130-78.
70. William, D. 2006. The half-second delay: What follows? Pedagogy, Culture & Society 14, no. 1: 71-81.
71. Wubbels, T. 1992. Taking account of student teachers' preconceptions. Teaching and Teacher Education 8, no. 2: 137-49.
72. Zeichner, K.M., and J.M. Gore. 1990. Teacher socialization. In Handbook of research on teacher education, ed. W.R. Houston, 329-48. New York: Macmillan.
73. Zeichner, K., and B.R. Tabachnick. 1981. Are the effects of university teacher education washed out by school experiences? Journal of Teacher Education 32: 7-11.