Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning Korthagen F.A.J. CETAR, VU University, Amsterdam, Netherlands Abstract: Lave and Wenger have greatly influenced existing views of learning and teaching, but relatively little has been written about the implications for the understanding of teacher behavior and teacher learning, and for the pedagogy of teacher education. Based on their work, a three-level model of learning is used to analyze the friction between teacher behavior in practice and the wish to ground teachers' practices in theory. Supported by empirical data on teacher learning and brain research, this model reconciles the situated learning perspective with traditional cognitive theory, and leads to concrete implications for the pedagogy of teacher education. © 2009 Elsevier Ltd. All rights reserved. Author Keywords: Professional development; Situated learning; Teacher behavior; Teacher education; Teacher learning; Transfer of knowledge Year: 2010 Source title: Teaching and Teacher Education Volume: 26 Issue: 1 Page : 98-106 Cited by: 8 Link: Scorpus Link Document Type: Article Source: Scopus Authors with affiliations: 1. Korthagen, F.A.J., CETAR, VU University, Amsterdam, Netherlands

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