Quality requirements for teacher educators

By B. Koster, Mieke Brekelmans, F. Korthagen, T. Wubbels. 2005

273 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d717cd26be3df134a234d6db52974848b6ddbb19

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Citations in the corpus

What core competencies are related to teachers' innovative teaching? (2013, unknown): “In the literature, some of teachers’ generic competencies or competencies for teacher professional development are put forth, such as ‘Pedagogical skills’, ‘Knowing the Student’, ‘Monitoring and Evaluation of Learning and Development’, ‘School–Family and Society Relationships’, ‘Knowledge of Curricu”
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers (2014, background): “Whereas significant advances in studying competencies of in-service teachers have been made, initial processes of knowledge acquisition and teacher competence development as provided by university-based teacher education have not been studied intensively (Brouwer, 2010; Koster et al., 2005).”
Changes in professional vision in the context of practice (2013, background): “Nevertheless, initial, university-based teacher education has two important objectives: (1) to support preservice teachers’ acquisition of knowledge about what constitutes effective teaching and learning (Cochran-Smith 2003; Darling-Hammond 2006; Darling-Hammond and bransford 2005; Noell and burns 2”
Preach what you teach! Teacher educators and congruent teaching (2008, unknown): “Koster, Brekelmans, Korthagen, & Wubbels, 2005 ).”
A review of research on student teachers' professional identity (2013, background): “Teacher educators who instruct, guide, teach and support STs (Koster et al , 2005 ) are a significant party involved in teacher education programmes.”
Teacher educators’ identity: a review of literature (2014, background): “Since school-based teachers are also involved in instructing, guiding, teaching and supporting student teachers (Koster et al. 2005), they are considered as teacher educators.”
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “The silence surrounding teacher educator quality has been noted by numerous international scholars who have written extensively about the need to examine teacher educator knowledge and preparation (Berry 2007; Korthagen, Loughran, and Lunenberg 2005; Koster et al. 2005; Loughran 2006), sought to fil”
Teacher educators working on their own professional development: goals, activities and outcomes of a project for the professional development of teacher educators (2008, background): “An extensive study among Dutch teacher educators (Koster, 2002 ; Koster, Brekelmans, Korthagen, & Wubbels, 2005 ) indicated that teacher educators consider monitoring their own professional development fundamental to their profession.”
Characteristics and Competencies for Teacher Educators: Addressing the Need for Improved Professional Standards in Turkey (2011, background): “In another study dealing with the quality requirements needed for teacher educators, Koster et al. (2005) explored what teacher educators themselves consider to be the main quality requirements, as well as vital tasks and competencies.”
The meaning of role modelling in moral and character education (2013, background): “( 2005 ) recommend colleges to extend competence profiles to include teachers’ attitudes, motives and personal characteristics, so that they are made aware of their existing attitudes and are, if necessary, encouraged to develop new ones.”