(DOWNLOAD) "Dispositions in Action: Do Dispositions Make a Difference in Practice?" by Teacher Education Quarterly # eBook PDF Kindle ePub Free
eBook details
- Title: Dispositions in Action: Do Dispositions Make a Difference in Practice?
- Author : Teacher Education Quarterly
- Release Date : January 22, 2006
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 211 KB
Description
The discourse on teacher quality has centered on issues of teacher knowledge and teacher skill, yet a third element that is central to all professional standards is teacher dispositions. While National Board for Professional Teaching Standards (NBPTS), National Council for the Accreditation of Teacher Education (NCATE), Interstate New Teacher Assessment and Support Consortium (INTASC), as well as content area organizations mention dispositions, they have not been a focus of the discourse on teacher quality. Knowledge, skills and dispositions are embraced within these standards as essential elements of teacher preparation and teacher quality, yet dispositions remain a neglected part of teacher education. According to Collinson (1999) they are nearly non-existent. Wenzlaff (1998) states that teacher education must be concerned with more than teaching methods, classroom management, lesson design and assessment. In fact, in order for teachers to be more than mere "cogs" in a technical process they must possess the dispositions necessary to teach and reach students. The No Child Left Behind Act (2000) and the movement of many state legislatures to fully certify individual teachers with non-teaching degrees, content majors, or those who can pass a test of content knowledge has pulled the national discourse away from the fact that teachers must possess not only subject matter, but also curricular and pedagogical knowledge of best practices (Shulman, 1986). A reductionist definition of "teaching as content coverage" is far too narrow. But so too may be a focus on "teaching as pedagogical skill," which can lead to a technical "how to" version of knowledge that perpetuates the belief that competence through professional knowledge and skills is sufficient for producing teacher excellence, (Collinson, 1999).
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