Linking Practice and Theory: The Pedagogy of Realistic Teacher Education

By F. Korthagen, Joseph Kessels. 2001

1,348 citations recorded by the source corpus.

Subfields: Human Factors and Ergonomics, Occupational Therapy, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/be4015bb54daa4d71a56236e5b0f0e8b4f02e9d9

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Citations in the corpus

Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “Korthagen et al. (2001) describe a fairly simple but effective five-phase model for reflection that appears to give support to teachers in how to go through a reflection process.”
The Teacher Educator as a Role Model. (2007, background): “... may lie not so much in the fact that they do not make the connection with theory explicit to their student teachers, but that they do not make use of public theory when making decisions about their behaviour, relying more on common sense, as many teachers are inclined to do. One important explan”
Preach what you teach! Teacher educators and congruent teaching (2008, background): “One important aspect of this expertise is the ability to translate Theory with a capital ‘T’ to theory with a small ‘t’ (Korthagen et al., 2001).”
Reframing one's teaching: Discovering our teacher selves through reflection and inquiry (2006, background): “Considerable research has been devoted to the study of how to best prepare preservice teachers (Ashton, 1996; Berry & Loughran, 2002; Korthagen, Kessels, Koster, Lagerwerf, & Wubbels, 2001; Russell, 2002; Tom, 1997).”
Stability in motivation during teacher education (2010, background): “Moreover, Korthagen and Wubbels (2001) have questioned whether simply increasing the volume of practical experiences, without the student teachers making use of these experiences for the development of personal theories about teaching, increases the quality of the programme.”
Promoting teacher reflection: what is said to be done (2011, background): “For instance, with respect to the first point, above, it is argued that the propagation of a distinctive teacher identity is inherent in using reflection (Korthagen et al. 2001).”
Student teachers’ patterns of reflection in the context of teaching practice (2015, methodology): “…have even created multiple categorisations for the forms of reflection in order to analyse their variety from mere habitual towards the transformative qualities of reflection (e.g. Boud and Walker 1991; Kember et al. 1999; Wallace and Louden 2000; Korthagen 2001; Husu, Toom, and Patrikainen 2008).”
Learning in the practicum: engaging pre-service teachers in reflective practice in the online space (2014, background): “…few decades of the ability of teacher education to have any significant influence on teachers and the improvement of education (Korthagen, 2001; Srikanthan & Dalrymple, 2002), and it has been suggested that “traditional approaches to teacher education do not function well” (Korthagen, 2001, p. 4).”
Scaffolding science teachers in open-inquiry teaching (2009, neutral): “With that, we are back to the scaffolding tools and their double character, which originated from the fourth supporting idea, the ‘congruence principle’, originally developed for student-teachers (Korthagen et al., 2001).”
Practicum experiences as sources of pre-service teachers’ self-efficacy (2015, background): “A discussion about the link between practice and theory in TEPs is needed (Korthagen et al. 2008).”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, neutral): “Much recent literature on teacher education highlights the importance of identity in teacher development (see Freese, 2006 ; Hoban, 2007 ; Korthagen, Kessels, Koster, Lagerwerf, & Wubbels, 2001 ; Olsen, 2008 ; Riopel, 2006 ; Sachs, 2005 ).”