TY - JOUR
T1 - Peering through a Looking Glass
T2 - Deconstructing Teacher Candidate Assumptions Using Dispositions
AU - Schussler, Deborah L.
AU - Bercaw, Lynne
N1 - Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - The purpose of this qualitative study was to examine how teacher candidates’ responses to a case provided an opportunity to make inferences about their dispositions and thus, build awareness of their assumptions. Fourteen teacher candidates responded to a dilemma-embedded case at the beginning and end of their student teaching semester. Candidate responses were coded using a framework of three disposition domains–intellectual, cultural, and moral. Results suggest that over time, candidates demonstrated greater integration of concepts and refined perspectives, encompassing increased awareness of the sociocultural and moral aspects of teaching while moving beyond technical pedagogical practice. However, candidates did not explicitly identify their assumptions. Implications for teacher education include providing scaffolded opportunities to build self-awareness, like archiving candidates’ thinking when they respond to a case multiple times and combining field experience with cases and opportunities to reflect about cultural worldviews and underlying values.
AB - The purpose of this qualitative study was to examine how teacher candidates’ responses to a case provided an opportunity to make inferences about their dispositions and thus, build awareness of their assumptions. Fourteen teacher candidates responded to a dilemma-embedded case at the beginning and end of their student teaching semester. Candidate responses were coded using a framework of three disposition domains–intellectual, cultural, and moral. Results suggest that over time, candidates demonstrated greater integration of concepts and refined perspectives, encompassing increased awareness of the sociocultural and moral aspects of teaching while moving beyond technical pedagogical practice. However, candidates did not explicitly identify their assumptions. Implications for teacher education include providing scaffolded opportunities to build self-awareness, like archiving candidates’ thinking when they respond to a case multiple times and combining field experience with cases and opportunities to reflect about cultural worldviews and underlying values.
UR - http://www.scopus.com/inward/record.url?scp=85109661657&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85109661657&partnerID=8YFLogxK
U2 - 10.1080/08878730.2021.1946228
DO - 10.1080/08878730.2021.1946228
M3 - Article
AN - SCOPUS:85109661657
SN - 0887-8730
VL - 57
SP - 113
EP - 135
JO - Teacher Educator
JF - Teacher Educator
IS - 2
ER -