TY - JOUR
T1 - Situated learning theory and the pedagogy of teacher education: towards an integrative view of teacher behavior and teacher learning
AU - Korthagen, F.
PY - 2010
Y1 - 2010
N2 - Lave and Wenger have greatly influenced existing views of learning and teaching, but relatively little has been written about the implications for the understanding of teacher behavior and teacher learning, and for the pedagogy of teacher education. Based on their work, a three-level model of learning is used to analyze the friction between teacher behavior in practice and the wish to ground teachers' practices in theory. Supported by empirical data on teacher learning and brain research, this model reconciles the situated learning perspective with traditional cognitive theory, and leads to concrete implications for the pedagogy of teacher education. © 2009 Elsevier Ltd. All rights reserved.
AB - Lave and Wenger have greatly influenced existing views of learning and teaching, but relatively little has been written about the implications for the understanding of teacher behavior and teacher learning, and for the pedagogy of teacher education. Based on their work, a three-level model of learning is used to analyze the friction between teacher behavior in practice and the wish to ground teachers' practices in theory. Supported by empirical data on teacher learning and brain research, this model reconciles the situated learning perspective with traditional cognitive theory, and leads to concrete implications for the pedagogy of teacher education. © 2009 Elsevier Ltd. All rights reserved.
U2 - 10.1016/j.tate.2009.05.001
DO - 10.1016/j.tate.2009.05.001
M3 - Article
SN - 0742-051X
VL - 26
SP - 98
EP - 106
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -
