The Fabric of Teacher Candidate Dispositions: What Case Studies Reveal about Teacher Thinking

Schussler, Deborah L.; Bercaw, Lynne A.; Stooksberry, Lisa M.

doi:10.1080/01626620.2008.10463468

Cited by 13 publications

(8 citation statements)

References 16 publications

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“…Second, researchers have recently called for studies to explore the relationship between teachers' characteristics (often referred to as teacher dispositions) and student achievement. Schussler, Bercaw, and Stooksberry (2008) hypothesized that "if dispositions comprise teacher quality, then the development of teacher dispositions is as important as the development of knowledge and skills" (p. 40). Specifically, some studies attempted to address whether teachers' dispositions, such as beliefs about learning and teaching, affect economically disadvantaged students' learning (D. N. Harris & Herrington, 2006;Valli et al, 2004).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Predicting Teacher Success Using Teacher Selection Practices and Classroom Performance Assessment

Gimbert¹,

Chesley²

2009

Journal of School Leadership

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This study evaluated the predictive validity of two preemployment screening devices-the Urban Teacher Perceiver Interview and the Academic Skills Assessment portion of the Praxis Series test-as used by an urban highneed and hard-to-staff school district. Specifically, we compared predictor scores with subsequent teacher assessment scores generated through the Teacher Performance Assessment process. Three research questions directed this study: Is the Urban Teacher Perceiver Interview an effective predictor of teacher performance as measured by the Teacher Performance Assessment? Is the Praxis Series an effective predictor of teacher performance as measured by the Teacher Performance Assessment? Is the combination of the Urban Teacher Perceiver Interview and the Praxis Series an effective predictor of teacher performance as measured by the Teacher Performance Assessment? When each predictor was factored separately, the results indicated a statistically significant relationship between a prospective teacher's score on the Urban Teacher Perceiver Interview score and the subsequent Teacher Performance Assessment score. No statistically significant relationship between a teacher candidate's Praxis Series score and subsequent Teacher Performance Assessment was determined. The results indicated increased predictability of subsequent teacher performance when based on both predictors (R 2 ϭ .117).

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

Predicting Teacher Success Using Teacher Selection Practices and Classroom Performance Assessment

Gimbert¹,

Chesley²

2009

Journal of School Leadership

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“…Our findings also indicate that pre-service teachers whose cultural dispositions are developed tend to embrace diversity and are reflective in their practice as it relates to creating a learning environment that is equitable. According to Schussler et al (2008a), teachers who have the inclination to reflect on cultural norms and those of their students tend to address the needs of their students. This supports the need to produce effective mathematics teachers for CLD learners by preparing prospective teachers who have dispositions that support studentsí mathematical thinking and learning as well as their home culture and funds of knowledge (Gay, 2000).…”

Section: Discussionmentioning

confidence: 99%

Culturally Responsive Dispositions in Prospective Mathematics Teachers

Williams

Edwards

Kuhel

et al. 2016

Discourse and Communication for Sustainable Education

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Sustaining teachers in culturally and linguistically diverse schools has been a prominent issue for years. This qualitative study focused on the impact of an enhanced preparation program on the cultural dispositions of five pre-service mathematics teachers. It is postulated that if positive cultural dispositions are developed in teacher candidates, the possibility of them remaining in cultural school settings is likely. Themes emerged demonstrating that the enhanced program heightened the participants’ awareness of cultural and linguistic differences, as well as, their commitment to impacting academic achievement. Of the five participants, four teach in a culturally and linguistically school after five years in the profession, demonstrating sustainability after participating in the enhanced program.

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“…Next, the teacher must adapt instruction according to the learner's needs. Similarly, Schussler and others point out that dispositions require the use of both knowledge, as well as the awareness to know the appropriate time and manner to apply certain knowledge and skills (Schussler, Bercaw, & Stooksberry, 2008).…”

Section: What Is a Disposition?mentioning

confidence: 99%