Search results for: Dispositions
Page 1/3 24 items
This article presents a measurement instrument (TERDS) to measure teacher educators’ self-reported researcherly disposition throughout their working lives. The first part of the article reports the results of factor analysis (EFA and CFA), which suggest a four-factor structure of teacher educators’ researcherly disposition: (1) ‘ valuing research’, (2) ‘being a smart consumer of research’, (3) ‘ being able to conduct research’, and (4) ‘conducting research’. Goodness of fit estimates were calculated, indicating good fit. The authors conclude that by using the instrument to explore differences between several subgroups of teacher educators, this study enhances empirical understanding of a previously ‘undiscovered’ and ‘neglected’ professional group.
Updated: Feb. 22, 2017
This article proposes that numeracy incorporates mathematical skills and disposition towards mathematics. A discussion of what disposition towards mathematics is and how it may be measured is provided, together with the proposition that addressing pre-service teacher disposition towards mathematics may help pre-service teachers to develop their numeracy – numeracy that reflects willingness to actually use mathematics in the real world.
Updated: Aug. 31, 2016
This paper argues that John Dewey’s discussion of habits offers a theoretical framework that points to answers that respond to mandates and also open avenues for complex educational engagement. It presents a theoretical response to questions about dispositions grounded in Dewey’s conception of habits and then uses that conception to address each of the three proceeding questions in turn. Its central argument is that teacher educators should conceptualize dispositions as being comprised of clusters of habits.
Updated: Dec. 28, 2015
This article examines the orientations of prospective teachers (PSTs) toward students’ family and their home and community experiences , as they relate to teaching mathematics. The results indicate that PSTs recognize the importance of connecting with parents, understanding home and community practices, and building on these practices to support children’s mathematical learning. Yet at the same time, they also exhibit inconsistent perspectives, at times indicating a lack of understanding as to why some families appear to be less able to support students’ academic efforts. The authors also found that some PSTs believe that at least some responsibility for success in school mathematics lies at home with the parents. The authors argue that teacher educators need to be aware of the orientations that PSTs bring with them to mathematics methods classrooms.
Updated: Feb. 16, 2015
A Bourdieuian Analysis of Teachers’ Changing Dispositions towards Social Justice: The Limitations of Practicum Placements in Pre-service Teacher Education
The current paper illustrates and theorises change in two Australian teachers’ dispositions towards social justice over time from a Bourdieuian perspective. The interviews with the two participants over a two-year period provide evidence of change in their dispositions towards social justice. By the end of their first year of teaching, there is evidence that both experienced change in their dispositions towards social justice. There is clear movement towards social democratic or difference models of redistributive justice. Within this movement is a growing recognition of the appropriateness of the )re)distribution of different social goods for different people rather than a quest for sameness. This dispositional change took place at the same time as the two participants were developing competence as beginning teachers.
Updated: Oct. 19, 2014
This study had two purposes: (1) to test the hypothesis that teacher candidates who faced challenges in student teaching had lower self-ratings on teacher dispositions than their counterparts who did not face challenges in student teaching, and (2) to develop an explanatory model to predict teacher candidates’ challenging experiences in student teaching. As the authors hypothesized, teacher candidates who successfully completed student teaching had significantly higher self-rating scores on dispositions than their counterparts who faced notable challenges. The findings from this study stand to advance our understanding of how dispositions relate to instructional practices and approaches.
Updated: Oct. 08, 2013
An Analysis of the Factors That Influence Preservice Elementary Teachers’ Developing Dispositions about Teaching All Children
The goal of this study is to determine the factors that influence dispositions. The study examines experiences that influence candidates’ dispositions, the role that teacher education plays in dispositional development, and the ways in which these findings can inform teacher preparation programs in their efforts to prepare candidates to work with diverse students.The authors found that teacher preparation courses were the most influential factor in influencing candidates’ responses to issues of diversity. However, the research suggests that candidates’ field experiences have mixed impacts on their situational responses.
Updated: Oct. 07, 2013
The goal of this paper was to analyze the disposition domains teacher candidates draw from as they think about their early teaching experiences. The authors used the ICM framework which composed of three disposition domains—intellectual, cultural, and moral-as a heuristic for analyzing teacher candidates’ open-ended journals. The data indicate that candidates who possessed the greatest awareness of their dispositions also had the greatest capacity to unpack their assumptions.
Updated: Sep. 25, 2011
This article presents dispositions supporting the teaching of science as structured inquiry by four elementary candidates. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates’ further learning of science.
Updated: May. 13, 2011
Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether the authors can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice.
Updated: Dec. 09, 2009