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- Vol 6 RE: Chapter 7
teacher professional developmentprofessional identityreflective practiceteacher agencycoachingcollaborative inquiryexperiential learningcore qualitiesJournal article Evidence summaryAt a glance
Korthagen critiques professional development that assumes teachers simply receive theory, understand it, and transfer it into practice. Teacher learning is often implicit, emotionally charged, motivational, social, and embedded in immediate classroom situations.
Key ideas
Behaviour is influenced at several interconnected levels: environment, behaviour, competencies, beliefs, professional identity, and personal mission or core qualities. Approaches that address only techniques or propositional knowledge may therefore leave deeper patterns unchanged. “Professional development 3.0” connects experience with systematic reflection, supports awareness of thoughts, feelings, wants, and behaviour, and helps teachers identify strengths and ideals as resources for action. The teacher as a person is not an obstacle to be standardised away but part of the mechanism of sustainable change. Korthagen draws on research and programmes to argue for coaching, collaborative reflection, small experiments in practice, and alignment across levels.
Why it matters
The article is a critical synthesis rather than a comparative meta-analysis, and its categories should guide inquiry rather than diagnose teachers mechanically. Effective development links theory and practice through repeated, supported learning grounded in authentic concerns and agency.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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