Blog submissions are currently paused; however, new blog posts and podcast episodes are available in the ED-TED Online Resource Bank.
As a teacher educator, teaching in an institute, I was searching for ways to have more impact on student teachers’ learning. One pedagogical intervention caught my attention and seemed promising: explicit modelling (Lunenberg, Korthagen, & Swennen, 2007). A few years ago, I started experimenting and reading about it. This summer, in Trondheim Norway, visiting the Info-TED Summer Academy...
Beliefs are important in the development of teachers’ professional identity. The importance of developing beliefs about teaching and learning need to be debated, and we have to help teacher students to express their beliefs. This blog discusses a pedagogy we use in our teacher education program to elicit history students’ beliefs on how history should be taught...
A couple of years ago, I was asked to write a research review on the pedagogy of teacher education for the International Handbook of teacher education (Korthagen, 2016). It made me realize how overwhelming and scattered the literature in this field is, because many different views exist on ways to educate teachers. It made me realize how overwhelming and scattered...
As teacher educator, educating secondary school teachers in Norway I often visit student teachers in their field practice. The last decade I have experienced an increased focus on measurable outcomes and the cognitive dimension of learning in schools. The teaching seems predictable. It feeds young people’s thinking, but does not ‘reach their heart or touch their soul’ (Biesta, 2017, p. 418).
As part of our efforts to embed purposeful opportunities to explore and develop digital literacy skills in the on-going professional experiences of our MA (Hons) Teacher education students at the University of Dundee...
Freire’s critical pedagogic perspective emphasizes the potential of every individual, and gives an idea of what kind of processes could empower...
