This article offers teacher educators’ practical methods for, and shares findings from a study of, developing teachercandidate dispositions for inclusive literacy. Based on the extensive teacher disposition literature, the authors discernthat dispositions for inclusive literacy include the belief that all students have valid ways of being literate; the valueof inclusive literacy experiences for all students; and an attitude that all students should be participants in meaningfulliteracy experiences. Using a within-site case study approach, qualitative thematic analysis of three assignments usedin a literacy teaching methods course suggest that it is possible to shift narrow dispositions to broader and moreinclusive conceptualizations that support struggling readers and students with disabilities in the general educationclassroom. Conclusions suggest that dispositional development toward inclusive literacy can support teachercandidates’ implementation of inclusive literacy practices; thus, fostering an equitable and empowering education foracademically diverse learners.

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Many fields require practitioners to develop the dispositions, reflection, and reflexivity skills to navigate complex professional demands. Yet, there are limited methods for fostering these skills. Given that the act of qualitative coding is both iterative and reflexive, this paper shares an innovative approach to teaching students how to apply coding to their own reflective writing. We feature our process of teaching preservice teachers our self-coding method and lessons learned along the way from engaging 100 teacher candidates in the practice. Over four years, across three different higher education settings, graduate and undergraduate teacher candidates alike demonstrated insightful reflections about their developing professional dispositions and exhibited reflexivity. We conclude with suggestions on how other fields can adopt the self-coding process to develop reflexive practitioners.

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