The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Levels in reflection: core reflection as a means to enhance professional growth
Abstract
Reflection is currently a key concept in teacher education. The reflection process is often described in terms of a cyclical model. In the present article, we explain how such a model can be used for supporting student teachers’ reflection on practical situations they are confronted with, and on their behaviour, skills and beliefs in such situations. In some cases, however, more fundamental issues appear to influence teachers’ practical functioning. For example, their self‐concept can have a decisive influence on the way they function, or they may do what is expected of them, and yet not feel truly involved. In such cases, a more fundamental form of reflection is needed, which in this article we refer to as ‘core reflection’. The focus on core reflection concurs with the recent emphasis in psychology on attending to people’s strengths rather than their deficiencies.
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Cites
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Self-citationLinking Theory and Practice: Changing the Pedagogy of Teacher Education
Korthagen, F. A. J., & Kessels, J. P. A. M. (1999) · Educational Researcher · doi:10.3102/0013189x028004004 · Cited by 1,266
Self-citation
Cited by
Beauchamp, C., & Thomas, L. (2009) · Cambridge Journal of Education · doi:10.1080/03057640902902252 · Cited by 2,426
A dialogical approach to conceptualizing teacher identity
Akkerman, S. F., & Meijer, P. C. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.08.013 · Cited by 1,160
Can Teacher Education Make a Difference?
Brouwer, N., & Korthagen, F. (2005) · American Educational Research Journal · doi:10.3102/00028312042001153 · Cited by 561
Self-citationProfessionally Developing as a Teacher Educator
Loughran, J. (2014) · Journal of Teacher Education · doi:10.1177/0022487114533386 · Cited by 522
Leijen, Ä., Pedaste, M., & Lepp, L. (2020) · British Journal of Educational Studies · doi:10.1080/00071005.2019.1672855 · Cited by 192
Bukor, E. (2015) · Teachers and Teaching · doi:10.1080/13540602.2014.953818 · Cited by 191
Reflecting on an ideal: student teachers envision a future identity
Beauchamp, C., & Thomas, L. (2010) · Reflective Practice · doi:10.1080/14623943.2010.516975 · Cited by 114
The impact of the feedback source on developing oral presentation competence
van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2017) · Studies in Higher Education · doi:10.1080/03075079.2015.1117064 · Cited by 94
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Mastenbroek, N. J. J. M., van Beukelen, P., Demerouti, E., Scherpbier, A. J. J. A., & Jaarsma, A. D. C. (2015) · BMC Veterinary Research · doi:10.1186/s12917-015-0627-y · Cited by 43
Kawai, T. (2021) · Frontiers in Education · doi:10.3389/feduc.2020.604997 · Cited by 33
Graus, M., van de Broek, A., Hennissen, P., & Schils, T. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103624 · Cited by 21
Görtzen, J. J. H., Stollman, S. H. M., Schellings, G. L. M., Vermunt, J. D., & Nieveen, N. M. (2025) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2025.101483 · Cited by 13
Metadata
- Authors
- Korthagen, F., & Vasalos, A.
- Venue
- Teachers and Teaching
- Publisher
- Informa UK Limited
- Published
- 2005-02
- Volume
- 11
- Issue
- 1
- Pages
- 47-71
- ISSN
- 1354-0602 (ISSN-L)
- 1470-1278
- OpenAlex
- W2124172474
- Cited by
- 982
- References
- 5
- FWCI
- 57.24
- Type
- journal article
- Language
- en
- Open access
- closed
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