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Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development
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Voerman, Lia; Meijer, Paulien C.; Korthagen, Fred; Simons, Robert Jan – Teachers and Teaching: Theory and Practice, 2015
This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers…
Descriptors: Feedback (Response), Faculty Development, Theory Practice Relationship, Teacher Behavior
Experienced Teachers' Informal Learning from Classroom Teaching
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Hoekstra, Annemarieke; Beijaard, Douwe; Brekelmans, Mieke; Korthagen, Fred – Teachers and Teaching: Theory and Practice, 2007
The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and…
Descriptors: Learning Theories, Informal Education, Motivation, Learning Processes
Teacher Educators Working on Their Own Professional Development: Goals, Activities and Outcomes of a Project for the Professional Development of Teacher Educators
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Koster, Bob; Dengerink, Jurrien; Korthagen, Fred; Lunenberg, Mieke – Teachers and Teaching: Theory and Practice, 2008
This article reports on the professional development of teacher educators within the context of a national project, "Professional Quality of Teacher Educators," where a professional standard and a standards-based procedure of (self-)assessment and professional development have been created and effectively implemented. This project…
Descriptors: Professional Development, Teacher Educators, Self Evaluation (Individuals), National Standards
Developing Fundamental Principles for Teacher Education Programs and Practices
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Korthagen, Fred; Loughran, John; Russell, Tom – Teaching & Teacher Education: An International Journal of Research and Studies, 2006
Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers' needs and for their meager impact on practice. Many pleas are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked effectively. Although various attempts to restructure…
Descriptors: Teacher Education, Teacher Education Programs, Educational Principles, Teaching Methods
Levels in Learning.
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Korthagen, Fred; Lagerwerf, Bram – Journal of Research in Science Teaching, 1995
Presents an elaboration of the theory on levels in learning with special emphasis on the relationships between the cognitive and the affective aspects of the learning process. Outlines an illustration of this theory based on empirical results and demonstrates how this theory can be integrated with other learning principles such as constructivism.…
Descriptors: Cognitive Processes, Constructivism (Learning), Elementary Secondary Education, Foreign Countries
Building Teacher Education on What We Know about Teacher Development.
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Korthagen, Fred; Russell, Tom – 1999
Based on an analysis of the nature of theory that is relevant to teachers, this paper presents an approach to teacher education, the realistic approach, and reports on its use in two countries. The paper uses the concepts of episteme and phronesis to introduce a new way of looking at theory that is relevant for teacher development. Section 1…
Descriptors: Educational Theories, Elementary Secondary Education, Faculty Development, Foreign Countries