Teaching and Learning from Within

Korthagen, Fred; Kim, Younghee M.; Greene, William L.

doi:10.4324/9780203121405

Cited by 15 publications

(11 citation statements)

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“…According to Korthagen and Kessels (1999), being aware of the main aspects connected with our actions is the key phase of reflection. Self-reflection based on the ALACT model (Korthagen & Kessels, 1999;Korthagen, 2004;Korthagen, 2005;Korthagen & Vasalos, 2010;Korthagen, 2013;Korthagen, 2014) has been shown to have effects regarding both educators as well as students. Educators must therefore first become aware of their perceptions of learning and teaching and regarding ESL and only afterwards can they alter their subjective conceptions and (re)actions as an educator if the deeper levels of self-reflection are applied.…”

Section: Resultsmentioning

confidence: 99%

“…Korthagen and colleagues (Korthagen & Kessels, 1999;Korthagen, 2004;Korthagen, 2005;Korthagen & Vasalos, 2010;Korthagen, 2013;Korthagen, 2014) established that the ALACT model of self-reflection is a helpful process model, but it does not support the practitioner in knowing what to reflect on, and that this can easily make the reflection somewhat superficial. Especially in complex and recurring problematic situations, such as preventing ESL, a reflection which only focuses on one's previous and future behaviour is counterproductive.…”

Section: Self-reflection Of Educators Today: the Alact Model Of Core mentioning

confidence: 99%

“…Core reflection as a concept is an important ingredient of effective learning at all levels of schooling and teachers' professional development and is also crucial as a method for growth in collegial coaching (Korthagen, 2013) although it needs to exceed the superficial levels of the reflection. When teachers are able to progress through the various model phases independently, they will have developed a growth competence (Korthagen, 2014).…”

Section: Self-reflection Of Educators Today: the Alact Model Of Core mentioning

confidence: 99%

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Early School Leaving: Training Perspectives

Štremfel¹

2019

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We would like to express our gratitude to the many people who institutionally and personally supported us in preparing this monograph: to all those who talked things over, read, wrote, offered comments and assisted in the editing, proofreading and design. Special thanks go to our children Tija, Zarja and Jan for giving us the inner strength to start and complete this project. Review of existing (good) practices An analysis of existing (good) policies and practices and measures in order to expose 'what works' when tackling ESL in different environments and which approaches are worthwhile learning from when developing new (school, local, national) approaches to ESL. Data for the analysis are gathered by different sources (mainly the DG EAC and EACEA websites, ESL project websites, national reports etc.). While the focus of the TITA scientific base is ESL in the EU, we also refer to practices outside Europe, which strengthens the evidence base, and suggest alternative solutions. has already been done on ESL, NESSE (2010) identified the need for a more comprehensive review of what is known about ESL. The TITA scientific base is an attempt to respond to that need. Scientific review articles, published as chapters of this monograph, are published also at the website of the TITA project (http:// titaproject.eu). Design of the website enables searching and reading the articles interactively. References Council of the European Union (2011). Council Recommendation on policies to reduce early school leaving. Brussels: Council of the European Union. Dale, Roger (2010). Early school leaving. Lessons from research for policy makers. An independent expert report submitted to the European Commission. Brussels: Network of Experts on Social Aspects of Education and Training. Edwards, Anne and Downes, Paul (2013). Alliances for Inclusion: Cross-sector policy synergies and interprofessional collaboration in and around schools. An independent report authored for the European Commission. Brussels: Network of Experts on Social Aspects of Education and Training. European Commission (2007). Commission staff working document. Towards more knowledge-based policy and practice in education and training. Brussels: European Commission. European Commission (2011). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions: Tackling early school leaving: A key contribution to the Europe 2020 Agenda. Brussels: European Commission. European Parliament (2011). Study on reducing early school leaving in the EU. Brussels: European Parliament. Thematic Working Group on Early School Leaving (2013). Reducing early school leaving: Key messages and policy support. Brussels: European Commission. Over the past decade, relational competence has become part of professional development interventions (Sabol & Pianta, 2012) and initial teacher education training (Nielsen, 2017). Thus, the topic of teachers' relational competence is emerging as relevant for quality educatio...

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Section: Resultsmentioning

confidence: 99%

Section: Self-reflection Of Educators Today: the Alact Model Of Core mentioning

confidence: 99%

Section: Self-reflection Of Educators Today: the Alact Model Of Core mentioning

confidence: 99%

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Early School Leaving: Training Perspectives

Štremfel¹

2019

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“…More specifically, they (1) became more aware of cognitive, emotional, and motivational processes taking place within them, (2) developed an increased focus on their core qualities (e.g., willpower or perseverance) and ideals, and (3) were better able to overcome limiting beliefs and ineffective behavioral patterns. (See Korthagen et al, 2013 for an overview of more studies on core reflection.) We expect that similar processes would occur in the students in the present study.…”

Section: Introductionmentioning

confidence: 99%

A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect

2017

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This study reports on the effect of a newly developed 4-week strengths-based training approach to overcome academic procrastination, given to first-year elementary teacher education students (N = 54). The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to promote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23), the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks), the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the intervention but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term.

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“…In this article, we explore how students engage in the learning process in EE and the significance in that process of their inner needs, on the basis that an understanding of those aspects is likely to affect educators’ choices in the development of effective course designs. We focus on learning from within and build on the learning onion model (Dilts, 1990; Korthagen, 2004; Korthagen et al, 2013). The article relates the main layers of the learning onion to philosophical approaches to learning, including pedagogy, andragogy (Knowles, 1970), heutagogy (Hase and Kenyon, 2000) and mystagogy.…”

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confidence: 99%

A mystagogical view of ‘withness’ in entrepreneurship education

Refai

Higgins

2017

Industry and Higher Education

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This article provides a philosophical conceptualization of how learners engage in entrepreneurial learning from within by focusing on the role of the inner identity and mission of the learner. Klapper and Neergaard add ‘withness’ to the learning frameworks of entrepreneurship education (EE), but there is scant literature discussing the implications of learning from within in this context. Fayolle calls for an investigation of how learners learn in order to address the vast differences among audiences in EE and thus to understand the rationale behind ‘effective didactical design’. This article adopts a postmodernist perspective to understand the role of the self in EE and draws on the learning onion model for learning from within. A mystagogical perspective is proposed to help learners engage with their inner missions and identities and improve their core reflection skills, thus highlighting an inspirational dimension of EE.

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Teaching and Learning from Within

Cited by 15 publications

References 0 publications

Early School Leaving: Training Perspectives

Early School Leaving: Training Perspectives

A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect

A mystagogical view of ‘withness’ in entrepreneurship education

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