Search results for: Dispositions
Page 2/3 29 items
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
The article examines an assessment initiative for reviewing and developing student dispositions to address faculty concerns about the issue, as well as attend to programmatic needs. The authors created a conceptual framework which was the foundation for the development of the categories included within the dispositions model. This model is part of a collegewide initiative for gathering, reviewing, and analyzing data in a central assessment system that is used for examining measures of students' dispositions connected to an institutional conceptual framework, program goals, and external accreditation performance data.
Updated: Nov. 23, 2009
Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis
Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions. The data suggest a generally positive effect of instruction on students' CT skills.
Updated: Mar. 05, 2009
The literature on teacher education shows that historically, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success (McDonald, 2005). Moreover, some authors (e.g. Lortie, 1975) have argued that “the predispositions teacher education students bring to teaching are a much more powerful socializing influence than either pre-service education or later socialization in the workplace” (Johnson, 2002, p. 154). This article investigates research and scholarship in this area.
Updated: Feb. 02, 2009
This work seeks to assist the field of teacher education, both in the United States and internationally in gaining a better understanding of “dispositions,” and, at the same time to offer working connections between professional judgment and dispositions. It also provides grounding for the construct as “habits of mind” that render professional conduct more intelligent.
Updated: Jan. 07, 2009
When graduate students enter special education programs, they arrive with dispositional knowledge that can assist or hinder them in their professional development. Over the course of two years, the researchers assessed the dispositions of beginning teachers in a special education program at a west coast state university in order to better understand and enhance the teacher education process. The results of this study describe how students entered the program with a variety of perceptions and attitudes and how course work and clinical experiences in these programs affected students' attitudes, as instructors began building on students' prior experience and knowledge.
Updated: Dec. 23, 2008