Can Teacher Education Make a Difference?

By Niels Brouwer, F. Korthagen. 2005

567 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/9e343b3aca16f120d7f6406c1ea3ec1d0732d1dd

How researchers see this paper

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

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Aspects of Competence-Based Education as Footholds to Improve the Connectivity Between Learning in School and in the Workplace (2010, background): “…studies focus specifically on the content of competence-based curricula, such as on critical thinking competence for citizenship (Ten Dam and Volman 2004), problem-solving competence for eighth-graders (Perels et al. 2005), and in-service competence for teachers (Brouwer and Korthagen 2005).”
Coherent teacher education programmes: taking a student perspective (2017, background): “…need a clear vision of teaching and teachers, need to be coherent both conceptually and structurally, and be closely tied to practice (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009; Brouwer & Korthagen, 2005; Darling-Hammond, 1999; Dodge, Walker, & Laursen, 2009; Hammerness, 2006; Kennedy, 2006).”
From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida (2011, background): “The second dimension includes individual teacher characteristics and their personal and professional experiences ( Reeves, 2009 ), such as personal knowledge of and proficiency in a language other than English (LOTE) ( Franquiz & Reyes, 1998 ), diverse cultural and linguistic experiences (such as th”
Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning (2010, result): “However, there are also other contrasting studies showing that teacher education based on specificpedagogies does have the potential to influence the practices of teachers (e.g. Brouwer & Korthagen, 2005; Day,1999).”
Newly qualified teachers’ professional digital competence: implications for teacher education (2018, background): “…is central in assisting student teachers in developing realistic understandings of their profession, preparing them for their future careers (Brouwer and Korthagen 2005; Sinclair 2008) and preventing any discrepancy in newly qualified teachers’ expectations of their profession and the…”
Teachers’ Content Knowledge and Pedagogical Content Knowledge (2013, background): “…experience needs to be coupled with thoughtful reflection on instructional practice, with nonformal learning through interactions with colleagues, and with deliberative formal learning opportunities (Brouwer & Korthagen, 2005; Park & Oliver, 2008; Van Driel, 2010; Zembal-Saul et al., 2002).”
The use of inquiry in the development of preservice teacher efficacy in Mathematics and Science (2008, background): “Brouwer and Korthagen (2005) preface their research about teacher education on the notion that the effects of teacher education on the actual practices of teachers are generally meager (p. 153).”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “…approach does have a positive impact on teacher learning and on the behaviour of graduates from realistic teacher education programmes, for instance, studies in which student teachers were followed into their first years in the teaching profession (Brouwer & Korthagen, 2005; Korthagen, 2010).”
Crossing horizons: Continuity and change during second-career teachers’ entry into teaching (2008, background): “Despite their outspoken motives to work with and serve fellow human beings, the career changers appeared to a certain degree to experience a ‘‘practice shock’’ as it is known among graduates from regular teacher education programmes (cf. Brouwer & Korthagen, 2005).”
Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities (2015, background): “Thus, preservice teachers might have better opportunities to reflect on instructional practice than inservice teachers; this is suggested as a precondition for learning from instructional practice by several studies (Brouwer & Korthagen, 2005; Park & Oliver, 2008).”