Inconvenient truths about teacher learning: towards professional development 3.0

Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning tak...

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Bibliographic Details
Published inTeachers and teaching, theory and practice Vol. 23; no. 4; pp. 387 - 405
Main Author Korthagen, Fred
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 19.05.2017
Taylor & Francis Ltd
Subjects
Educational Change
Educational Practices
Evidence
Faculty Development
Inservice Teacher Education
Learning Experience
Literature Reviews
Misconceptions
Performance Factors
Preservice Teacher Education
Professional development
Reflection
Teacher Behavior
teacher behaviour
Teacher Competencies
Teacher Effectiveness
Teacher learning
Training Methods
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Summary:Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these insights may be inconvenient truths to policy-makers, empirical evidence is presented showing that approaches building on the multi-level and multi-dimensional nature of teacher learning are effective at influencing teacher behaviour. Hence, in teacher learning, the connection with the person of the teacher is crucial. Practical consequences for professional development are discussed.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2016.1211523