Professional judgment and dispositions in teacher education

Another Tool in the Belt: Self-Directed Professional Learning for Teachers of Students with Moderate and Severe Disabilities

“…Professional development is active and focused on self-improvement as well as supporting and encouraging others to engage in the process. Professional development includes the development of professional judgment skills, that is, knowing what to do, when to do it, how to do it, and what to do next (Coles, 2002;Dottin, 2009). In the current climate of accountability (Brownell, Sindelar, Kiely, & Danielson, 2010) and mandates for the use of evidence-based practices in the classroom (No Child Left Behind [NCLB], 2001), teachers must continuously work to improve their own professional judgement in order to enhance their decision-making skills (e.g., Cook, Tankersley, Cook, & Landrum, 2008).…”

The New Australian Curriculum, Teachers and Change Fatigue

“…Teacher disposition towards reform involves both their desire to enact a change and their ability to do so (Dottin, 2009). Education reform is an intensively studied area and most factors that shape teacher reactions to mandated curriculum reforms are well documented.…”

More than canons: teacher knowledge and the literary domain of the secondary English curriculum

“…We would argue that effective contexts for teacher education need to acknowledge how novice teachers learn. The emerging discourse of dispositions as applied to teacher education (Dottin 2009) is a start, with origins in Dewey's work. 'Pedagogical dispositions' are those 'habits of pedagogical mindfulness and thoughtfulness (reflective capacity) that render professional actions and conduct more intelligent' (Dottin 2009, 85).…”