Fred Korthagen
Biographic Data
| ID | 1606597 |
|---|---|
| NAME | Fred Korthagen |
| GIVEN NAMES | Fred |
| FAMILY NAME | Korthagen |
| SIGNATURE | KORTHAGEN F |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-2037-4814 |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 660 |
| AUTHOR COUNT | 38 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 12 |
The winding road of student teaching: Addressing uncertainty with core reflection
The period of student teaching often creates crisis experiences in student teachers and can have various negative effects, but it also offers opportunities for deep learning. This study focused on the types of struggles student teachers encounter and on the effects of coaching aimed at the promotion of core reflection. Core reflection is an approach focusing on the tension between people’s inner strengths and their inner obstacles, as a way to su…
Inconvenient truths about teacher learning: Towards professional development 3.0
Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these insights may be inconvenient truths to policy-makers, empirical evidence is presented showing that approach…
Relations between student teachers' basic needs fulfillment and their teaching behavior
The Professional Teacher Educator: Roles, Behaviour, and Professional Development of Teacher Educators
Teacher–student contact: Exploring a basic but complicated concept
Feedback revisited: Adding perspectives based on positive psychology. Implications for theory and classroom practice
Types and frequencies of feedback interventions in classroom interaction in secondary education
Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning
After certification, teachers do not often receive systematic support in their learning and hence mainly depend on informal learning opportunities at work. The present study addresses the question of if and how supervision makes a difference to teacher learning. In a longitudinal mixed-method study, the learning of one teacher is documented in a year in which she had no systematic support but had to adjust herself to an educational innovation. Th…
How teacher education can make a difference
Many studies reveal a huge gap between theory and practice in teacher education, leading to serious doubts concerning the effectiveness of teacher education. In this paper, the causes of the gap between theory and practice are analysed. On this basis, and grounded in a three‐level model of teacher learning, the so‐called ‘realistic approach’ to teacher education has been developed. It takes the causes of the theory–practice divide into account, a…
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues
Critical issues in supporting self-study
Uncovering contents of mentor teachers' interactive cognitions during mentoring dialogues
Experienced teachers' informal learning: Learning activities and changes in behavior and cognition
Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning
Crossing horizons: Continuity and change during second-career teachers’ entry into teaching
Supporting presence in teacher education: The connection between the personal and professional aspects of teaching
Fulfilment of the basic psychological needs of student teachers during their first teaching experiences
Promoting versatility in mentor teachers’ use of supervisory skills
Developing fundamental principles for teacher education programs and practices
The teacher educator as a role model
Levels in reflection: Core reflection as a means to enhance professional growth
Reflection is currently a key concept in teacher education. The reflection process is often described in terms of a cyclical model. In the present article, we explain how such a model can be used for supporting student teachers’ reflection on practical situations they are confronted with, and on their behaviour, skills and beliefs in such situations. In some cases, however, more fundamental issues appear to influence teachers’ practical functioni…
Values in education: A challenge for teacher educators
Teaching teachers—studies into the expertise of teacher educators: An introduction to this theme issue
Quality requirements for teacher educators
In search of the essence of a good teacher: Towards a More Holistic Approach in Teacher Education
Linking Theory and Practice: Changing the Pedagogy of Teacher Education
The pressure towards more school-based teacher education programs, visible in many countries, creates a need to rethink the relationship between theory and practice. The traditional application-of-theory model appears to be rather ineffective and is currently being replaced by other, more reflective approaches. However, until now the variety of different notions and assumptions underlying these new approaches have not provided a sound basis for f…
Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning
Developing fundamental principles for teacher education programs and practices
The teacher educator as a role model
The Relationship Between Theory and Practice: Back to the Classics
During the 20th century, scholarly thinking has been dominated by a strong inequality between theory and practice. Abstract knowledge was considered to be of a higher standing and of more value than concrete skills or the tacit knowledge of good performance. Much of the educational research concentrated on theory formation, both descriptive, for explanation, and prescriptive, for behavioral instructions. Consequently, educationalists in different…
Can Teacher Education Make a Difference
Occupational socialization in schools is a known factor counteracting attempts at educating innovative teachers. In this study, findings are reported from a longitudinal study conducted among 357 students, 128 cooperating teachers, and 31 university supervisors from 24 graduate teacher education programs. Quantitative survey data as well as in-depth qualitative data were collected over a period of 4.5 years. Development of teaching competence was…
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues
Quality requirements for teacher educators
Experienced teachers' informal learning: Learning activities and changes in behavior and cognition
Two modes of reflection
Supporting presence in teacher education: The connection between the personal and professional aspects of teaching
Deepening the exchange of student teaching experiences: Implications for the pedagogy of teacher education of recent insights into teacher behaviour
Crossing horizons: Continuity and change during second-career teachers’ entry into teaching
Reflective Teaching and Preservice Teacher Education in the Netherlands
Development of an inquiry orientation among teachers is a common goal of preservice and inservice programs. In this article the author describes a teacher education program designed to promote a reflective perspective toward teaching. Theoretical underpinnings are briefly noted; program steps are described; and program feedback re sults are summarized. Implications for teacher education programming are then drawn
Fulfilment of the basic psychological needs of student teachers during their first teaching experiences
Promoting versatility in mentor teachers’ use of supervisory skills
Teaching teachers—studies into the expertise of teacher educators: An introduction to this theme issue
Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills
Techniques for stimulating reflection in teacher education seminars
Relations between student teachers' basic needs fulfillment and their teaching behavior
Teacher–student contact: Exploring a basic but complicated concept
Types and frequencies of feedback interventions in classroom interaction in secondary education
Feedback revisited: Adding perspectives based on positive psychology. Implications for theory and classroom practice
Uncovering contents of mentor teachers' interactive cognitions during mentoring dialogues
Reflective Teaching and Preservice Teacher Education in the Netherlands
Development of an inquiry orientation among teachers is a common goal of preservice and inservice programs. In this article the author describes a teacher education program designed to promote a reflective perspective toward teaching. Theoretical underpinnings are briefly noted; program steps are described; and program feedback re sults are summarized. Implications for teacher education programming are then drawn
Techniques for stimulating reflection in teacher education seminars
Two modes of reflection
Student teacher behaviour in response to daily hassles in the classroom
Teachers Who Teach Teachers: Reflections on Teacher Education
The Relationship Between Theory and Practice: Back to the Classics
During the 20th century, scholarly thinking has been dominated by a strong inequality between theory and practice. Abstract knowledge was considered to be of a higher standing and of more value than concrete skills or the tacit knowledge of good performance. Much of the educational research concentrated on theory formation, both descriptive, for explanation, and prescriptive, for behavioral instructions. Consequently, educationalists in different…
Linking Theory and Practice: Changing the Pedagogy of Teacher Education
The pressure towards more school-based teacher education programs, visible in many countries, creates a need to rethink the relationship between theory and practice. The traditional application-of-theory model appears to be rather ineffective and is currently being replaced by other, more reflective approaches. However, until now the variety of different notions and assumptions underlying these new approaches have not provided a sound basis for f…
Effects of student teachers' coping behaviour
Background. When teachers employ ineffective ways of coping with stressful encounters with pupils, this may result in feelings of distress and diminished learning opportunities for pupils. In the case of beginning teachers, in particular, problematic classroom interactions cause feelings of distress and may result in dysfunctional teaching. Aim. This study examined the functional relationship between student teachers' coping behaviour and the imm…
Linking Practice and Theory: The Pedagogy of Realistic Teacher Education
Teacher educators and student-directed learning
Deepening the exchange of student teaching experiences: Implications for the pedagogy of teacher education of recent insights into teacher behaviour
In search of the essence of a good teacher: Towards a More Holistic Approach in Teacher Education
Levels in reflection: Core reflection as a means to enhance professional growth
Reflection is currently a key concept in teacher education. The reflection process is often described in terms of a cyclical model. In the present article, we explain how such a model can be used for supporting student teachers’ reflection on practical situations they are confronted with, and on their behaviour, skills and beliefs in such situations. In some cases, however, more fundamental issues appear to influence teachers’ practical functioni…
Values in education: A challenge for teacher educators
Teaching teachers—studies into the expertise of teacher educators: An introduction to this theme issue
Quality requirements for teacher educators
Can Teacher Education Make a Difference
Occupational socialization in schools is a known factor counteracting attempts at educating innovative teachers. In this study, findings are reported from a longitudinal study conducted among 357 students, 128 cooperating teachers, and 31 university supervisors from 24 graduate teacher education programs. Quantitative survey data as well as in-depth qualitative data were collected over a period of 4.5 years. Development of teaching competence was…
Developing fundamental principles for teacher education programs and practices
The teacher educator as a role model
Fulfilment of the basic psychological needs of student teachers during their first teaching experiences
Promoting versatility in mentor teachers’ use of supervisory skills
Crossing horizons: Continuity and change during second-career teachers’ entry into teaching
Supporting presence in teacher education: The connection between the personal and professional aspects of teaching
Critical issues in supporting self-study
Uncovering contents of mentor teachers' interactive cognitions during mentoring dialogues
Psychology (35 works) · Mathematics education (33 works) · Pedagogy (31 works) · Teacher Education and Leadership Studies (30 works) · Teacher education (20 works) · Computer Science (17 works) · Collaborative Teaching and Inclusion (11 works) · Sociology (9 works) · Social Psychology (8 works) · Educational and Psychological Assessments (7 works)