Mirror Images: Teacher Candidates' Perceptions of Disposition Development

Bercaw, Lynne A.; Summers, Deborah G.; Colby, Susan; Payne, Maggie

doi:10.1080/01626620.2012.729481

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…Field experiences buttress classroom learning to support disposition development for work with culturally diverse youth in substantive ways (Bercaw, Summers, Colby, & Payne, 2012;Johnson, 2002;McAllister & Irvine, 2002). The significance of field experiences as perspective taking lie in the arrangement of these experiences to inaugurate shifts in a teacher's beliefs, values, and attitudes about race and cultural difference.…”

Section: Field Experiencesmentioning

confidence: 99%

Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy

Warren

2017

Journal of Teacher Education

239

170

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Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical conventions for becoming an effective teacher of diverse youth. Empathy has been found to improve classroom teachers’ capacity to (re)act or respond to youth in ways that produce evidence of CRP. However, there are too few instructive models in teacher education that help connect teacher candidates’ knowledge of students and communities to development of efficacious physical habits, tendencies, and trends in observable behavior or teacher dispositions. The application of empathy operationalized through perspective taking is one such model useful to preparing teacher candidates to make professional decisions that produce evidence of CRP. Engaging teacher candidates in perspective taking—adopting the social perspectives of others as an act and process of knowing—invites them to obtain (and reason with) new knowledge of students and the sociocultural context where she or he will teach. Recommendations for modeling and practicing perspective taking in teacher education are discussed.

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Section: Field Experiencesmentioning

confidence: 99%

Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy

Warren

2017

Journal of Teacher Education

239

170

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Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions

Altan

Lane

Dottin

2017

Journal of Teacher Education

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Development and Evolution of Teacher Dispositions Framework and Assessment

Martin

White

Burkett

et al. 2022

Dispositional Development and Assessment in Teacher Preparation Programs

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This purpose of this chapter was to examine the current disposition framework, assessment tools, and instructional practices of the authors' college of education. The authors sought to review data from surveys and disposition assessments to consider revisions to the framework and tools to better support the students. In addition to examining their own practices, they reviewed disposition frameworks and assessments from other colleges of education. The foundational focus areas are representative of the professional disposition they want to foster in their teacher candidates; however, the items and examples for guidance require revision to ensure their current teaching environment is represented. This review provided several implications and next steps that are discussed.

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Mirror Images: Teacher Candidates' Perceptions of Disposition Development

Cited by 3 publications

References 6 publications

Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy

Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy

Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions

Development and Evolution of Teacher Dispositions Framework and Assessment

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