Journal Article10.3102/0013189X028004004
Linking Theory and Practice: Changing the Pedagogy of Teacher Education
Fred A. J. Korthagen,Jos Kessels +1 more
TL;DR: In this article, two related theoretical bases are presented for a new paradigm in teacher education: episteme and phronesis to introduce a new way of framing relevant knowledge and a more holistic way of describing the relationship between teacher cognition and teacher behavior.
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Abstract: The pressure towards more school-based teacher education programs, visible in many countries, creates a need to rethink the relationship between theory and practice. The traditional application-of-theory model appears to be rather ineffective and is currently being replaced by other, more reflective approaches. However, until now the variety of different notions and assumptions underlying these new approaches have not provided a sound basis for further development. Two related theoretical bases are presented for a new paradigm in teacher education. The first uses the concepts of episteme and phronesis to introduce a new way of framing relevant knowledge. The second is a more holistic way of describing the relationship between teacher cognition and teacher behavior, leading to a model of three levels in learning about teaching, the Gestalt level, the schema level and the theory level, which are illustrated by interview data. Building on these two theoretical, frameworks, a so-called “realistic approach” to...
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Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Teacher Education
TL;DR: The authors examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education.
Redefining teaching, re‐imagining teacher education
TL;DR: In this paper, the authors argue that teacher educators need to attend to the clinical aspects of practice and experiment with how best to help novices develop skilled practice, and propose a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
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Linking Practice and Theory: The Pedagogy of Realistic Teacher Education
Fred A. J. Korthagen,Jos Kessels,Bob Koster,B. Lagerwerf,Theo Wubbels +4 more
- 01 Jan 2001
TL;DR: Korthagen and Wubbels as mentioned in this paper discussed the relationship between theory and practice in the context of teacher education and reflected on the importance of reflection on reflection in the Supervisory process.
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The Methodology of Self-Study and Its Theoretical Underpinnings
Vicki Kubler LaBoskey
- 01 Jan 2004
TL;DR: In this paper, the authors summarize the epistemological, pedagogical, and moral/ethical/political underpinnings of self-study, which serve as the conceptual framework for the field.
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Effective Reflective Practice In Search of Meaning in Learning about Teaching
TL;DR: Reflective practice has an allure that is seductive in nature because it rings true for most people as something useful and informing as mentioned in this paper. However, for reflection to genuinely be a lens into the world...
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References
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Situated Cognition and the Culture of Learning
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
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Educating the reflective practitioner
Donald A. Schön
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TL;DR: Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.