Deepening the exchange of student teaching experiences: implications for the pedagogy of teacher education of recent insights into teacher behaviour
By Anke Tigchelaar, F. Korthagen. 2004
95 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/9a9cf8c8044a2eb9cf132ba681fb6ec1ffc00ce0
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In Developmental and Educational Psychology
In Education
- A. Aelterman
- A. Schepens
- C. Tomlinson
- M. Käpylä
- Jussi Heikkinen
- Peter Vlerick
- Tomás Galguera
- T. Santangelo
Citations in the corpus
- Student teachers' professional identity formation: between being born as a teacher and becoming one (2009, background): “Research on teachers' professional identity formation is, however, relevant for teacher educators and cooperating teachers in placement schools in order to get a better understanding of how they should support student teachers to become and understand themselves as teachers (Korthagen 2004 ; Tigche”
- Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation (2012, background): “Benefits have been reported when modeling targets cooperative learning (Tigchelaar & Korthagen, 2004), motivation and active engagement (Sockman & Sharma, 2008), literacy practices (Grossman et al., 2000), authentic and performance assessment (Struyven, Dochy, & Janssens, 2008), inquiry-based…”
- Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth (2009, background): “Tigchelaar and Korthagen (2004) call the set of unconscious sources of behaviour in a specific situation a ‘Gestalt’.”
- Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers. (2011, background): “Experiential Pedagogy, Awareness, and Teacher Knowledge Researchers have failed to find convincing evidence that theories teachers learn in preservice programs influence their practice, yet this remains the predominant model (Tigchelaar & Korthagen, 2004).”