Developing fundamental principles for teacher education programs and practices

Abstract

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 teacher education have been published, no coherent body of knowledge exists about central principles underlying teacher education programs that are responsive to the expectations, needs and practices of student teachers. By analyzing effective features of programs in Australia, Canada, and the Netherlands, this study contributes an initial framework of seven fundamental principles to guide the development of responsive teacher education programs that make a difference.

Invited Lectures from the 13th International Congress on Mathematical Education

“…This finding corroborates Korthagen et al (2006) statement that pre-service teachers do not always adopt what they learn during their preparation programs. The third student teacher stayed on the same level for all three lesson study cycles.…”

“…The linking of theory and practice is one of the crucial issues in teacher education and systematic, purposeful reflection is considered vital in this process (Dewey 1933;Korthagen et al 2006). Schön (1987) distinguishes between reflection-in-action and reflection-on-action.…”

Teacher learning in the context of a continuing professional development programme: A case study

“…The CPD programme required the collective participation of all teachers who taught in the same grade at the schools, and there were plenty of opportunities to engage in active learning sessions. The trainer provided the teachers with extensive feedback, because learning about teaching is enhanced when the approaches that are advocated in the CPD programme are modelled by the teacher educator who is delivering the CPD programme (Korthagen, Loughran, & Russell, 2006). A considerable part of the CPD programme consisted of video-based learning, since research has shown that the use of videos can yield positive effects on teachers' beliefs and on their interaction skills (Fukkink, Trienekens, & Kramer, 2011;Van Es & Sherin, 2010).…”

Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching

“…There are warnings against a complete shift towards doing and performing rather than knowing and understanding -the danger of a model which focuses on practical experiences as if separate from the theoretical input. Korthagen (2006Korthagen ( :1021 refers to three aspects that haunt teacher education in the 21 st century: Firstly, the complaints from graduates, parents and politicians about the irrelevance of teacher preparation "for the reality of everyday practice in schools"; secondly, the body of research presenting evidence of a reality shock, followed by a "wash-out" effect experienced by new teachers; thirdly, there are new conceptions of teaching and learning such as constructivist views, situated knowledge and recognition of the importance of experience. To Korthagen's list, we can probably add the lack of recognition of the role of perceptual knowledge and metacognition.…”