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Pedagogy of Teacher Education

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International Handbook of Teacher Education

Abstract

Teaching about teaching requires specific pedagogical approaches fundamentally different from those guiding teaching in schools. The chapter starts with a discussion of how the 50-years old distinction between competency-based approaches and approaches emphasizing the person of the teacher has evolved into a variety of traditions. Empirical research into outcomes of these traditions are discussed. Next, an overview is presented of a number of specific pedagogical strategies and techniques, and the research on these topics is reviewed. Finally, underlying tensions in the pedagogy of teacher education are discussed, and promising approaches for overcoming such tensions, leading to research-based principles for effective pedagogies of teacher education.

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Acknowledgment

Thanks go to Niels Brouwer for his contributions to the subsection on the use of video.

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  1. Department of Education, Utrecht University, Utrecht, The Netherlands

    Fred A. J. Korthagen

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  1. Faculty of Education, Monash University, Clayton, Victoria, Australia

    John Loughran

  2. School of Education, University of Kansas, Lawrence, Kansas, USA

    Mary Lynn Hamilton

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Korthagen, F.A.J. (2016). Pedagogy of Teacher Education. In: Loughran, J., Hamilton, M. (eds) International Handbook of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0366-0_8

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