Fred A. J. Korthagen (2010) Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behaviour and teacher learning. Teaching and Teacher Education, 26, 98-106.
The article’s starting point is that the theory presented in teacher education has very little impact on the actual practice of the teachers. The aim of the article is to reconcile the situated learning theory (’I experience, therefore I learn:’ learning emerges from our own actions in relation to those of others) with the traditional cognitive theory (transmission of knowledge). Continue reading