Inconvenient truths about teacher learning: towards professional development 3.0

Abstract

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.

Teachers’ Emotions in Teacher Development: Do They Matter?

“…Last but not least, we have established that the emotions experienced were related to whether or not changes in teaching practices occurred. A number of authors have pointed out that teachers' behavior is driven by emotions to a considerable degree (Korthagen, 2017;Immordino-Yang & Damasio, 2007). The results of our study complement current (and rather fragmentary) findings on the role of emotions in further development of teachers.…”

“…This paper then seeks to provide an answer as to why this occurred by focusing on the role of teachers' emotions and self-understanding. We were inspired by Korthagen's (2017) observation according to which a teacher's behavior is always ruled by personal conglomerates of needs, concerns, values, meanings, preferences, feelings, and behavioral tendencies united into a single inseparable whole. As Korthagen suggested, teachers' thinking, feeling, and wanting need to be considered if one wishes to promote their learning (Korthagen, 2017, pp.…”

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

“…Indeed, Korthagen and Kessels (1999) criticize ITE programs for the impracticality of their training approaches, indicating that they leave teachers unsure about their readiness for the profession (see Loughran, 2002). Recent research supports this criticism (Gelfuso & Dennis, 2014;Goodnough, Falkenberg, & MacDonald, 2016;Hatch, Shuttleworth, Jaffee, & Marri, 2016;Korthagen, 2017).…”

Implementing theory in the design of a professional development course for honors teachers: A Teacher’s Road to Excellence

“…Professionalization activities should be aligned with participants' personal learning objectives, problems experienced in practice, and personal interests (Principle 2) (Van Veen et al, 2010;Merchie et al, 2016;Korthagen, 2017;Fullan, 2006;Villegas-Reimers, 2003). Personal qualities and ideals should be the starting point of teacher development activities (Korthagen, 2017).…”