Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning

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How teacher education can make a difference (2010, methodology): “Korthagen (2010) has shown that through the three-level model this idea can be connected to traditional cognitive psychology, thus linking the situated cognition view of learning with more traditional views.”
The role of emotions in student teachers’ professional identity (2012, background): “Different conceptual bases can be used for detailed analysis of teacher education but, apparently, researchers are looking more often for integrated conceptions including socio-cultural aspects of learning (Korthagen 2010a, b).”
Co-teaching as a context for teachers' professional learning and joint knowledge construction (2012, background): “The sheer complexity of classroom life calls for an integrated understanding of the relationship between teachers’ changing awareness of classroom activity, the increasingly conscious concepts and principles that are formed in practice and the theoretical understandings that are produced from a rang”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “There is evidence that teaching practice in particular provides a central context of learning agency in the classroom (Ben-Peretz, 1995; Korthagen, 2010; Ng, Nicholas, & Williams, 2010; Pyhältö et al., 2014) and for developing professional skills (e.g. Putnam & Borko, 2000).”