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eBook details

• Title: Using Case Studies to Explore Teacher Candidates' Intellectual, Cultural, And Moral Dispositions (Report)
• Author : Teacher Education Quarterly
• Release Date : January 22, 2008
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 230 KB

Description

I saw the factories where some of my students and many of their parents work ... [a few] families fell on bad times economically and were forced out of their homes because they could not pay their rent. These families went to live in one of the area motels. I learned a lot about the background of the students. Knowing this has helped me understand where education is on the list of priorities for these students. It also just helps for me to know where these students are coming from when they enter the classroom each day. It shows me what I need to overcome, in a sense. It also serves as a challenge for me in terms of how to motivate all my students to learn, and how to make it applicable to their lives. Jackie, (1) a white, upper-middle class student teacher in secondary social studies, wrote these words in her journal at the beginning of her student teaching experience at Whitman High School, a predominantly white, blue-collar, suburban school. In this brief excerpt of her journal, a myriad of assumptions, values, and beliefs about how one effectively teaches intertwine in a throng of messy layers. Although those evaluating Jackie are most concerned with her outward behaviors, it is these less tangible, internal qualities that determine Jackie's thinking and actions as a teacher. Various bodies of literature address aspects of these internal qualities: teacher beliefs (Nespor, 1987; Pajares, 1992), professional identity (Kelchtermans & Vandenberghe, 1994; Korthagen, 2004), and self of the teacher (Borich, 1999; Bullough & Gitlin, 1995; Nias, 1987). We use the concept of dispositions, defined as the internal filter that affects the way a teacher is inclined to think and act on the information and experiences that are part of his/her teaching context (see Schussler, 2006). This filter is shaped by a teacher's prior experience, beliefs, culture, values, and cognitive abilities. We contend that exemplary teaching lies at the intersection of three domains of dispositions--intellectual, cultural, moral--referred to as the "ICM framework" (Stooksberry, Schussler, & Bercaw, in submission). For Jackie, as for all teachers, disentangling the various threads that comprise one's dispositions is essential if teachers are to understand what drives their thinking and actions.

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