Inconvenient truths about teacher learning: towards professional development 3.0

Figures & data

Figure 1. The sources of teacher behaviour.

Figure 2. The ALACT model of reflection (Korthagen et al., 2001).

Table 1. Questions supporting the transition from phase 2 to phase 3.

0. What is the context?
1. What did I think?	5. What did the pupils think?
2. How did I feel?	6. How did the pupils feel?
3. What did I want?	7. What did the pupils want?
4. What did I do?	8. What did the pupils do?

Figure 3. The model of levels in reflection (the onion model; Korthagen, 2004).

Figure 4. Teacher learning takes place in the connection between theory, practice and person.

Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.

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Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.10.1016/j.tate.2003.10.002

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