Supporting presence in teacher education: The connection between the personal and professional aspects of teaching

By Paulien C. Meijer, F. Korthagen, A. Vasalos. 2009

176 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d537af678fa65a92c61ff253855043e6fd0d95ab

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Key experiences in student teachers’ development (2011, background): “Mezirow (1990) added the notion of transformation, a much more profound way of learning, in which one learns about oneself and one’s attitude toward life, leading to changes in self-perception and identity. This relatively new view of learning and identity development is reflected in the work of, fo”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, methodology): “The concept of mindfulness originates from Buddhism but is significantly influencing Western psychology (KabatZinn, 1990; Weinstein, Brown, & Ryan, 2009) and education (Meijer et al., 2009; Rodgers & Raider-Roth, 2006).”
New Lives of Teachers (2010, background): “Many writers on teacher education focus on the role and presence of the teacher in the classroom (Meijer et al., 2009), emphasising the need for personal strengths or core qualities such as care, courage, fairness, kindness, honesty, perseverance (Fredrickson, 2002; Noddings, 2003; Palmer, 2004; Sel”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “For example, a study by Meijer, Korthagen, and Vasalos (2009) describes the learning process of a teacher who was being coached with the core reflection approach.”
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.”