The Difficulty of Teacher Dispositions: Considering Professional Dispositions for Preservice English Teachers

Shoffner, Melanie; Sedberry, Tiffany; Alsup, Janet; Johnson, Tara Star

doi:10.1080/08878730.2014.917528

Cited by 11 publications

(7 citation statements)

References 12 publications

(7 reference statements)

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“…Shoffner et al (2014) found that pre-service English teachers felt that some dispositions were more important than others. Both Saltis et al (2021) and Shoffner et al (2014) noted that there were sometimes discrepancies between teacher candidate self-reports of dispositions and the reports of others, specifically mentor teachers. Lopez (2019) found that the dispositions that teacher leaders demonstrated included communication, self-awareness, leading change, self-organization and instruction.…”

Section: Literature Reviewmentioning

confidence: 98%

“…Research has found that it is important to measure teacher candidate dispositions at multiple points in a program and by different raters, including self-reports, mentor teachers and faculty supervisors (Saltis et al, 2021). Shoffner et al (2014) found that pre-service English teachers felt that some dispositions were more important than others. Both Saltis et al (2021) and Shoffner et al (2014) noted that there were sometimes discrepancies between teacher candidate self-reports of dispositions and the reports of others, specifically mentor teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

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"Single threads woven together in a tapestry": Dispositions of Teacher-Librarian Leaders

Branch-Mueller¹,

Rodger²

2021

iasl

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This generic qualitative research study examined if and how the dispositions of six exemplary teacher-librarians evolve after a move into a formal leadership role. All of the participants were classroom teachers and teacher-librarians prior to moving into leadership roles in their schools/university or districts. Findings from this study are organized and presented based on the leadership dispositions identified by Kimmel, Dickinson and Doll (2012) in their Dispositional Continua and include descriptors used by teacher-librarian leaders that help clarify each disposition. Further research is needed to create a valid and reliable disposition assessment tool for pre-service and in-service teacher librarians and TL leaders.

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Section: Literature Reviewmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

"Single threads woven together in a tapestry": Dispositions of Teacher-Librarian Leaders

Branch-Mueller¹,

Rodger²

2021

iasl

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“…Martin Haberman (1991) asserts that beliefs (i.e., what we think) and attitudes (i.e., what we feel) work synergistically to produce the values teachers are very likely to act upon. Thus, when considered in tandem, this triad shapes how teachers choose to complete various professional tasks, as further determined by their own moral commitments (Englehart et al, 2012;Schoffner, Sedberry, Alsup, & Johnson, 2014). For instance, the tendency of a teacher to ask about a student's day, conduct "family business" (Warren & Lessner, 2014), or the teacher's refusal to raise her or his voice when disciplining a student might each be considered a different teacher disposition.…”

Section: Cultivating Teacher Dispositions In Teacher Educationmentioning

confidence: 99%

Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy

Warren

2017

Journal of Teacher Education

227

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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“…According to Shoffner, Sedberry, Alsup and Johnson (2014), most of the teaching skills, beliefs and behaviors related to teaching are being articulated through teacher education programs as a result of desired outcomes to develop pre-service teachers' dispositions. Even though it is quite difficult to develop and assess such kind of development of dispositions among prospective teachers.…”

Section: Introductionmentioning

confidence: 99%

“…Even though it is quite difficult to develop and assess such kind of development of dispositions among prospective teachers. However, Shoffner et al, (2014) argued that in spite of difficulties and problems in developing dispositions, teacher educators agreed in developing the dispositions due to its importance. They also concluded since dispositions help in guiding the prospective teachers' tendencies for acting in a particular way therefore, prospective teachers must be aware of professional dispositions.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Professional Dispositions Taught to Prospective Teachers in Public Sector Universities of Punjab

Riaz

Hassan

2020

RJSSER

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Due to the importance of dispositions, the National Accreditation Council for Teacher Education (NACTE) in Pakistan like many other countries of the world has included dispositions in its standards. NACTE also entails that teacher-training institutes are responsible to develop and impart dispositions among pre-service teachers. The current study analyzed the professional dispositions taught to prospective teachers at public sector universities of Punjab. The quantitative survey research design was employed to accomplish the study. The accessible population of the study was 1592 teacher-candidates of the final semester of BS/B. Ed. Honors in Education and M. A. Education programs. The sample was selected through multi-stage sampling. A questionnaire was developed for data collection keeping in view the dispositions described in the document of National Professional Standards for Teachers in Pakistan (NPSTP). The study concluded that dispositions related to the categories “moral values and commitment to students’ learning” are being taught in the public universities to a greater extent as compared to other categories. The study also concluded a positive correlation between dispositions taught to prospective teachers and academic achievements (CGPA). Researchers recommend that policymakers may introduce a core subject based on professional dispositions having more dispositions-oriented content, so as to produce effective teachers for future needs of the educational institutes of Pakistan.

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The Difficulty of Teacher Dispositions: Considering Professional Dispositions for Preservice English Teachers

Cited by 11 publications

References 12 publications

"Single threads woven together in a tapestry": Dispositions of Teacher-Librarian Leaders

"Single threads woven together in a tapestry": Dispositions of Teacher-Librarian Leaders

Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy

Analysis of Professional Dispositions Taught to Prospective Teachers in Public Sector Universities of Punjab

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