Inconvenient truths about teacher learning: towards professional development 3.0

By F. Korthagen. 2016

663 citations recorded by the source corpus.

Abstract Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these insights may be inconvenient truths to policy-makers, empirical evidence is presented showing that approaches building on the multi-level and multi-dimensional nature of teacher learning are effective at influencing teacher behaviour. Hence, in teacher learning, the connection with the person of the teacher is crucial. Practical consequences for professional development are discussed.

Subfields: Education, Philosophy

View Paper: https://www.semanticscholar.org/paper/b93a95ee2220d82b8670ab601af309af8e558001

How researchers see this paper

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

In Education

1. J. Gore
2. D. Lubans
3. J. Bowe

Citations in the corpus

• Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “, 2013), a small group of teachers (Korthagen, 2016), or single subject area (Penuel, Fishman, Cheng, & Sabelli, 2011).”