Pedagogy in Further Education and Vocational Teacher Education

Jim Crawley | View as single page | Feedback/Impact

Example 1 from research – Korthagen et al., (2006)

Korthagen et al. (2006) analysed ‘three cases from different continents’. The IVLOS Institute of Education at Utrecht University, The Netherlands; the Faculty of Education at Queen’s University, Canada and at the Faculty of Education at Monash University, Australia.

A meta study of these three programmes was carried out, including analysis of published studies on the programmes and programme documents. These were analysed using a search for recurring fundamental principles; approaches which were evident repeatedly and the evidence of the application of the principles and approaches in ‘many aspects of the programmes’ (Korthagen et al. 2006: 1023). The project results were also shared widely with the teacher educator community of the researchers.

The seven key principles derived are all exemplified from the research which was analysed.

Overall Korthagen et al. (2006: 1039) conclude that ‘these principles suggest guidelines and possibilities (as opposed to rules and procedures) to those teacher educators willing to accept the challenge of reconstructing teacher education from within’.

This democratically-generated, practitioner-devised approach has gained traction within other countries, but is not yet visible in the UK to any real degree.