In search of the essence of a good teacher: towards a more holistic approach in teacher education
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Encountering and reflecting on one's deeply felt, personal values may lead to self-understanding that enables more conscious choices.
“Encountering and reflecting on one ' s deeply felt, personal values may lead to self-understanding that enables more conscious choices (Korthagen 2004).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Korthagen 2004
Giving individuals opportunities to critically reflect on their own experiences, engaging them in reflective identity work or core reflection, offers possibilities for learning and revising their I-positions.
“Giving individuals opportunities to critically reflect on their own experiences, engaging them in reflective identity work (Cohen 2010) or core reflection (Korthagen 2004), offers possibilities for learning and revising their I-positions.”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Korthagen 2004
For Anna, the voice of the pedagogical studies is in accordance with her personal and ideal professional voice or core qualities.
“For Anna, they represent a voice that is in accordance with her personal and ideal professional voice or core qualities (Korthagen 2004).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Korthagen 2004
Core reflection leads to self-understanding that is necessary for making more conscious choices.
“Core reflection leads to self-understanding that is necessary for making more conscious choices.”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Korthagen 2004
Anna's case showed the power of core reflection regarding an academic's professional orientation.
“Anna ' s case showed the power of core reflection regarding an academic ' s professional orientation (Korthagen 2004).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Korthagen 2004
Through core reflection, individuals become more aware of their core qualities, that is, their deeply felt, personal values or qualities; 'the real me'.
“Through core reflection, individuals become more aware of their core qualities, that is, their deeply felt, personal values or qualities; ' the real me ' .”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Korthagen 2004
Core reflection and the process of experiencing help academics consciously direct their development in coherence with their personal self.
“Hence, core reflection (Korthagen 2004) and the process of experiencing (Sannino 2010) help academics consciously direct their development in coherence with their personal self (Arvaja 2016; Korthagen 2004).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Korthagen 2004
Reflection plays a vital role in teacher education, not only at the level of behavior and competencies but also at the level of identity and mission.
“Studies emphasize that reflection plays a vital role in teacher education [66,67], not only at the level of behavior and competencies but also at the level of identity and mission where they see why and how they are becoming teachers [30].”
From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [66]
Cites
Subjective well-being. The science of happiness and a proposal for a national index
Diener, E. (2000) · American Psychologist · doi:10.1037/0003-066x.55.1.34 · Cited by 7,121 · see citing works
Accommodation of a scientific conception: Toward a theory of conceptual change
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982) · Science Education · doi:10.1002/sce.3730660207 · Cited by 5,187 · see citing works
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Developing teachers as agents of inclusion and social justice
Pantić, N., & Florian, L. (2015) · Education Inquiry · doi:10.3402/edui.v6.27311 · Cited by 367 · see citing works
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09645-8 · Cited by 391 · see citing works
Being and becoming a mentor: school-based teacher educators and teacher educator identity
Bullough, R. V. (2005) · Teaching and Teacher Education · doi:10.1016/j.tate.2004.12.002 · Cited by 309 · see citing works
Andreasen, J. K., Bjørndal, C. R. P., & Kovač, V. B. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.05.011 · Cited by 83 · see citing works
Tensions and striving for coherence in an academic’s professional identity work
Arvaja, M. (2018) · Teaching in Higher Education · doi:10.1080/13562517.2017.1379483 · Cited by 51 · see citing works
“Giving individuals opportunities to critically reflect on their own experiences, engaging them in reflective identity work (Cohen 2010) or core reflection (Korthagen 2004), offers possibilities for learning and revising their I-positions.”
BackgroundInfluentialGP supervisors’ experience in supporting self-regulated learning: a balancing act
Sagasser, M. H., Kramer, A. W. M., van Weel, C., & van der Vleuten, C. P. M. (2015) · Advances in Health Sciences Education · doi:10.1007/s10459-014-9561-1 · Cited by 43 · see citing works
Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning
RusznyakI, L., & Bertram, C. (2021) · Journal of Education · doi:10.17159/2520-9868/i83a02 · Cited by 33 · see citing works
Mugendawala, H., & Muijs, D. (2020) · School Effectiveness and School Improvement · doi:10.1080/09243453.2019.1702562 · Cited by 17 · see citing works
Kim, L. E., Leary, R., & Asbury, K. (2020) · doi:10.31234/osf.io/m8scj · Cited by 13 · see citing works
Pellikka, A., Lutovac, S., & Kaasila, R. (2018) · Nordic Studies in Science Education · doi:10.5617/nordina.4368 · Cited by 9 · see citing works
Kayan Fadlelmula, F., & Qadhi, S. M. (2024) · Education Sciences · doi:10.3390/educsci14090987 · Cited by 7 · see citing works
Theory and Practice in Initial Teacher Education: A Multi-Level Model from Pegaso University
D’Anna, C., Savoia, T., Di Padova, M., Carruba, M. C., Razzoli, S., Sorrentino, C., & Dipace, A. (2026) · Education Sciences · doi:10.3390/educsci16020180 · Cited by 1 · see citing works
- Authors
- Korthagen, F. A. J.
- Affiliations
- Utrecht University (NL)
- Corresponding author
- Korthagen, Fred A.J.
- ORCID
- Korthagen, Fred A.J.
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2004-01
- Volume
- 20
- Issue
- 1
- Pages
- 77-97
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2087543323
- Cited by
- 1,766
- References
- 2
- Citations by year
- 2026: 61 · 2025: 80 · 2024: 94 · 2023: 127 · 2022: 106 · 2021: 96 · 2020: 149 · 2019: 99 · 2018: 102 · 2017: 113 · 2016: 95 · 2015: 115 · 2014: 88 · 2013: 84 · 2012: 69
- FWCI
- 112.37
- Type
- journal article
- Language
- en
- Open access
- green
- dspace.library.uu.nl
- Licence
- Locations
- Teaching and Teacher Education (publishedVersion)
- Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- teacher professional development, teacher identity, teacher mission, holistic approach, teacher training intervention, reflective practice
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