Levels in reflection: core reflection as a means to enhance professional growth

By F. Korthagen, A. Vasalos. 2005

953 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e6793b90af30f7eb8aa90d01102e24ea505110e3

How researchers see this paper

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

In Cognitive Neuroscience

In Developmental and Educational Psychology

In Education

Citations in the corpus

When Theory Meets Practice: What Student Teachers Learn from Guided Reflection on Their Own Classroom Discourse. (2007, background): “…programs recommend engaging in ‘core’ reflection that examines how core qualities such as empathy, compassion, flexibility, creativity and sensitivity operate to assist prospective teachers to make sense of how implicit personal theories play out in explicit practice (Korthagen & Vasalos, 2005).”
Promoting Reflection in Teacher Preparation Programs (2012, background): “This feedback enhances the use of journal writing for reflective learning (Bain et al., 2002) and “helps build professional growth on the teacher’s sources of inspiration and personal strengths” (Korthagen & Vasalos, 2005, p. 68).”
Supporting presence in teacher education: The connection between the personal and professional aspects of teaching (2009, background): “In a previous article on core reflection, Korthagen and Vasalos (2005) explain that they think that the opposite is true: Originally, the Greek word ‘therapy’ refers to ‘healing’, and thus has the connotation of an illness that has to be overcome.”
Reflecting on an ideal: student teachers envision a future identity (2010, background): “Korthagen and Vasalos (2005) propose that core reflection, encompassing levels of reflection that attend to a student teacher’s mission and identity, among other areas of focus, is what is needed in teacher development.”
Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, background): “…a strong argument in favor of the exploration of teachers’ personal and professional experiences in an integrated fashion that goes beyond the current standpoint about drawing ‘a line between students’ private lives and their professional development as teachers’ (Korthagen & Vasalos, 2005, p. 67).”
Conceptualizing the Roles of Mentor Teachers During Student Teaching (2012, background): “In particular, instructional coaches help preservice teachers look back to examine experiences, become aware of essential aspects of the experience, and help craft alternative solutions or approaches to experiences (Korthagen & Vasalos, 2005).”
What characterises a good practicum in teacher education? (2011, background): “One aim is that student teachers develop a professional identity (Zeichner, 2002) and acquire tools for their ongoing development (Korthagen and Vasalos, 2005; Smith, 2007).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “One such approach is multilevel learning (Korthagen & Vasalos, 2005).”
Can Teacher Education Make a Difference? (2005, background): “Moreover, integrating practice and theory and encouraging personal learning require from teacher educators specific expertise in the field of mentoring and supervision (Korthagen et al., 2001, pp. 108–130; Korthagen & Vasalos, 2005).”
New Lives of Teachers (2010, background): “…1983), and developed humanistic pedagogies of teacher education which emphasise the importance to good teaching practice of understanding and interrogating teachers’ own belief systems (Loughran, 2004) and the interchange between these teaching contexts and purposes (Korthagen & Vasalos, 2005).”
Crossing horizons: Continuity and change during second-career teachers’ entry into teaching (2008, background): “If, instead of alignment, there is inner tension, they will feel limited in their potential (Korthagen & Vasalos, 2005).”