{"id":240,"date":"2018-05-22T13:11:41","date_gmt":"2018-05-22T13:11:41","guid":{"rendered":"http:\/\/korthagen.nl\/en\/?page_id=240"},"modified":"2024-04-05T08:36:55","modified_gmt":"2024-04-05T08:36:55","slug":"key-articles","status":"publish","type":"page","link":"https:\/\/korthagen.nl\/en\/publications\/key-articles\/","title":{"rendered":"Key articles"},"content":{"rendered":"

Publications by Fred Korthagen - key articles<\/h3>\n
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Key articles<\/h4>\n
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Browning, T.D. & Korthagen, F.A.J.\u00a0(2021).\u00a0The winding road of student teaching: Addressing uncertainty with core reflection.\u00a0European Journal of Teacher Education<\/em>. Download pdf<\/a><\/p>\n

Ruit, P., Korthagen, F., & Schoonenboom, J. (2019). The impact of working with core qualities on primary school pupils\u2019 wellbeing. Educational & Child Psychology, 36<\/em>(3), 7-17. Download pdf<\/a><\/p>\n

Korthagen, F.A.J. & Nuijten, E.E. (2018). Core reflection: Nurturing the human potential in students and teachers. In J.P. Miller, K. Nigh, M.J. Binder, B. Novak, & S. Crowell, International Handbook of Holistic Education <\/em>(pp. 89-99). New York\/London: Routledge. Download pdf<\/a><\/p>\n

Visser, L., Korthagen, F.A.J. & Schoonenboom, J. (2018). Differences in learning characteristics between students with high, average, and low levels of academic procrastination: Students\u2019 views on factors influencing their learning. Frontiers in Psychology, 9<\/em>, Article 808, 1-15. Read article<\/a><\/p>\n

Visser, L., Schoonenboom, J. & Korthagen, F.A.J. (2017). A field experimental design of a strengths-based training to overcome academic procrastination: Short- and long-term effect. Frontiers in Psychology, 8<\/em>, Article 1949, 1-12. Read article<\/a><\/p>\n

Korthagen, F.A.J. & Nuijten, E.E. (2017). Core reflection approach in teacher education. In: J. Lampert (Ed.), Oxford research encyclopedia of education<\/em>. New York: Oxford University Press. Online Publication Date: Sep 2017 Read article<\/a><\/p>\n

Korthagen, F.A.J. (2017). A foundation for effective teacher education: Teacher education pedagogy based on theories of situated learning. In D.J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education<\/em> (pp. 528-544). Los Angeles: Sage.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23<\/em>(4), 387-405.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A.J. & Evelein, F. (2016). Relations between student teachers\u2019 basic needs fulfillment and their teaching behavior. Teaching and Teacher Education, 60,<\/em> 234-244.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A.J. (2016). Pedagogy of teacher education. In J. Loughran & M.L. Hamilton (Eds.), International handbook of teacher education, Volume 1<\/em> (pp. 311-346). Singapore: Springer Science.\u00a0Download pdf<\/a><\/p>\n

Zwart, R. C., Attema-Noordewier, S., & Korthagen, F. A. J. (2015). A strength-based approach to teacher professional development. Professional Development in Education, 41<\/em>(3), 579-596.\u00a0Download pdf<\/a><\/p>\n

Voerman, L, Meijer, P. C., Korthagen, F. & Simons, R. J. (2015). Promoting effective teacher-feedback: From theory to practice through a multiple component trajectory for professional development. Teachers and Teaching: Theory and Practice, 21<\/em>(8), 990-1009.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A.J., Attema-Noordewier, S., & Zwart, R.C. (2014). Teacher-student contact: Exploring a basic but complicated concept. Teaching and Teacher Education, 40<\/em>, 22-32.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F. A. J. (2014). Promoting core reflection in teacher education: Deepening professional growth. In: L. Orland-Barak & C. J. Craig (Eds), International Teacher Education: Promising pedagogies (Part A)<\/em> (pp. 73-89). Bingley, UK: Emerald.\u00a0Download pdf<\/a><\/p>\n

Voerman, L., Korthagen, F.A.J., Meijer, P. & Simons, R.J. (2014). Feedback revisited: Adding perspectives based on positive psychology. Implications for theory and classroom practice. Teaching and Teacher Education, 43<\/em>, 91-98.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A., Hoekstra, A. & Meijer, P. C. (2014). Promoting presence in professional practice: A core reflection approach for moving through the U. In O. Gunnlaugson, C. Baron & M. Cayer (Eds.), <\/span>Perspectives on theory U: Insights from the field<\/em> (pp. 77-96). Hershey, PA: Business Science.\u00a0<\/span>Download pdf<\/a><\/p>\n

Voerman, L., Meijer, P.C., Korthagen, F.A.J. & Simons, R.J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. <\/span>Teaching and Teacher Education, 28<\/em>, 1107-1115.\u00a0<\/span>Download pdf<\/a><\/p>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div>

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Key articles, continued<\/h4>\n
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Attema-Noordewier, S., Korthagen, F. & Zwart, R. (2011). Promoting quality from within: A new perspective on professional development in schools. In: M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspectives <\/em>(pp. 115-142). New York: Routledge.\u00a0Download pdf<\/a><\/p>\n

Lunenberg, M., Korthagen, F. & Zwart, R. (2011). Self-study research and the development of teacher educators\u2019 professional identities. <\/span>European Educational Research Journal, 10<\/em>(3), 407-420.\u00a0<\/span>Download pdf<\/a><\/p>\n

Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F. & Bergen, T. (2011). Clarifying pre-service teacher perceptions of mentor teachers' developing use of mentoring skills. Teaching and Teacher Education, 27<\/em>, 1049-10-58.\u00a0Download pdf<\/a><\/p>\n

Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F. & Bergen, T. (2011). Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues. Teaching and Teacher Education, 27<\/em>(2), 320-331.\u00a0Download pdf<\/a><\/p>\n

Hoekstra, A. & Korthagen, F.A.J. (2011). Teacher learning in a context of educational change: Informal learning versus systematic support. Journal of Teacher Education, 62<\/em>(1), 76-92.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A.J. (2010). Teacher reflection: What it is and what it does. In E.G. Pultorak (Ed.), The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-first-century Teachers and Students<\/em> (pp. 377-401). Lanham, ML: Rowman & Littlefield.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A.J. & Vasalos, A. (2010). Going to the core: Deepening reflection by connecting the person to the profession. In N. Lyons (Ed.), Handbook of Reflection and Reflective Inquiry: Mapping a Way of Knowing for Professional Reflective Inquiry <\/em>(pp. 529-552). New York, etc.: Springer.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A.J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26<\/em>, 98-106.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A.J. (2010). How teacher education can make a difference. Journal of <\/em>Education for Teaching, 36<\/em>(4), 407-423.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F. (2010). The relationship between theory and practice in teacher education. In: Baker, E., McGaw, B., & Peterson, P. (Eds.). (2010). International Encyclopedia of Education, vol. 7 <\/em>(pp. 669- 675). Oxford: Elsevier.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F., Loughran, J. & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22<\/em>(8), 1020-1041.\u00a0Download pdf<\/a><\/p>\n

Brouwer, N. & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42<\/em>(1), 153-224.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance\u00a0 professional\u00a0 development. Teachers and Teaching: Theory and\u00a0 <\/em>Practice,11<\/em>(1), 47-71.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A.J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20<\/em>(1), 77-97.\u00a0Download pdf<\/a><\/p>\n

Korthagen, F.A.J. & Kessels, J.P.A.M. (1999). Linking theory and practice: Changing the pedagogy of\u00a0 teacher education. Educational Researcher, 28<\/em>(4), 4-17.\u00a0Download pdf<\/a><\/p>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"

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