Educator dispositions are a perpetual topic of interest and an ever-evolving construct but can be difficult to define. How a set of desired dispositions manifests within various teaching contexts and learning communities will continuously evolve with changing historical, social, and societal issues. This guiding conceptual framework will help teacher educators engaging in dispositional development and assessment. Drawing on social emotional learning (SEL), this chapter unpacks desired educator dispositions. Three guiding forces underscore the framework: dispositions toward one's inner world, dispositions toward learning, and dispositions toward human differences. It is imperative to address ongoing dispositional development meaningfully and thoroughly to nurture educator dispositions in teacher preparation programs and ongoing professional development. This chapter utilizes the three main guiding forces identified above to conceptualize a framework on the formative development of educator dispositions and to guide future research and practice.
Learning online can be a convenient setting for adults to meet their academic and professional goals. Yet, many adult learners enrolled in graduate education struggle with experiencing a sense of belonging, and attending an online program can add to feelings of disconnection. By attuning to the experiences of today's diverse online graduate students, educators can create conditions for student empowerment to thrive. This chapter suggests strategies for infusing social emotional learning (SEL) into faculty's approach to online graduate education.
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