Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning

By A. Hoekstra, F. Korthagen. 2011

179 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/708ac82ec47d5cafec230451c60010db2836b7c5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Roland Tormey
2. Roisin P. Corcoran
3. Eva Kyndt
4. Vincent Donche
5. Ilke Grosemans
6. D. Gijbels
7. F. Korthagen
8. A. Hoekstra

In Education

1. Eva Kyndt
2. Vincent Donche
3. D. Gijbels
4. Roland Tormey
5. Roisin P. Corcoran
6. Ilke Grosemans
7. H. Husamah
8. F. Korthagen

Citations in the corpus

• How emotionally intelligent are pre-service teachers? (2012, background): “The role of meditation in aiding an awareness of emotions has been highlighted (Whitcomb et al., 2008), while Hoekstra and Korthagen (2011) have highlighted that feedback to teachers on the emotions they appear to be displaying in a coaching context can aid the awareness of emotions.”
• OIDDE Learning Model: Improving Higher Order Thinking Skills of Biology Teacher Candidates. (2018, background): “Thus, learning environment (Hoekstra & Korthagen, 2011) and appropriate teaching strategies are crucial factors to facilitate the thinking skills advance as the learners possess persistence, self-monitoring, and open-minded as well as flexible attitudes (King et al., n.d.).”
• Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “Another study, by Hoekstra and Korthagen (2011) also focused on the professional learning of one teacher.”
• Teacher learning in the context of a continuing professional development programme: A case study (2015, unknown): “Similar fi ndings were reported by Hoekstra and Korthagen (2011) about a teacher who was willing to learn but not successful in changing her practice so that she tended to revert to old routines.”
• Teachers’ Everyday Professional Development (2016, background): “Some studies remained rather vague, stating that teachers acquired the competence to display professional or social behavior (e.g., Burns, 2008; Burns et al., 2005; Hoekstra & Korthagen, 2011; Van Eekelen et al., 2006) and reached a better understanding of their profession (Verberg et al., 2013).”