In search of the essence of a good teacher: towards a more holistic approach in teacher education

By F. Korthagen. 2004

1,719 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a954b1ce60a9c50edf735f40fad1b304cc13e0f3

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 Philosophy

Citations in the corpus

Emerging Professional Teacher Identity of Pre-service Teachers (2011, background): “Research (Bucholtz & Hall, 2005; Korthagen, 2004) has also shown that teachers at different stages of their careers (pre-service, beginning or experienced) do hold implicit beliefs and identities about students, their teaching subjects and their teaching role and responsibilities, and that these…”
Teacher educators working on their own professional development: goals, activities and outcomes of a project for the professional development of teacher educators (2008, background): “Several authors state that lists of competencies do not take in account the complexity and the unpredictability of teaching and learning (Korthagen, 2004 ; Zeichner, 2005 ).”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “Korthagen (2004) includes the level of identity as one which can be influenced in people, but mentions as well that ‘fundamental changes in teacher identity do not take place easily: identity change is a difficult and sometimes painful process, and often there seems to be little change at all in…”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “Teachers’ beliefs are considered an important base for their professional lives because beliefs mediate behaviour and self perception for the teacher (Korthagen, 2004; Van den Berg, 2002), which may in turn influence their teaching practice in the classroom and resilience in career decision-making (”
Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “In particular, core reflection approach (Korthagen 2004; Meijer, Korthagen, and Vasalos 2009), which emphasises the connection between the personal and the professional, invites pre-service teachers to examine personal beliefs, values, life goals and critical experiences prior to teacher education.”
Perception of teacher education and professional identity among novice teachers (2010, background): “Thus, Korthagen ( 2004 ) proposed a model composed of several onion‐like layers, with the outer layers including observable behaviours and abilities, and the inner layers including cognitive and personality aspects such as the teacher’s beliefs, personal and professional identity, and sense of missi”
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; Tigchela”
Promoting Reflection in Teacher Preparation Programs (2012, methodology): “…exert tremendous influence on preservice teachers’ understandings and practices during teacher education (Hart, 2002; Hattingh & de Kock, 2008; Korthagen, 2004; Minor, Onwuegbuzie, Witcher, & James, 2002), Watts Pailliotet, Semali, Rodenberg, Giles, and Macaul (2000) suggested that deep…”
How teacher education can make a difference (2010, methodology): “For this purpose, Korthagen and Lagerwerf (1996) developed a model which contributes to a deeper insight into the phenomena described above (see Figure 1).”
Becoming a teacher: student teachers’ experiences and perceptions about teaching practice (2012, background): “(Arregui, Pérez, and García 2009; Britzman 2003; Caires and Almeida 2005, 2007; Korthagen 2004; Lamote and Engels 2010; Timmerman 2009).”
Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007, background): “In most of the reXective literature, however, reXection is not directed at this deep level of self, but rather it is limited to techniques of reXection; in other words, what is being taught in most of teacher training and education programs is how to reXect; not what to reXect on ( Korthagen, 2004 )”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “There is, for instance, an extensive body of literature on teachers’ reflection (e.g. Eraut, 1995; Korthagen, 2004) and how multiple reflective skills develop during teacher education (e.”
Levels in reflection: core reflection as a means to enhance professional growth (2005, background): “It may be self-evident that the approach described above is connected to a holistic view of learning and learners (a view further elaborated in Korthagen, 2004 ).”
The Relationship between Iranian EFL Teachers' Critical Thinking Ability and their Professional Success (2010, methodology): “Taking a similar path, Korthagen (2004) has developed an interactive five-layer ‘onion model’ to capture “the essence of a good teacher”; moving from the outermost to the innermost, the layers are termed: Behavior, Competencies (knowledge, skills, and attitudes), Beliefs, Identity and Mission.”