Power and Potential in a Dialogic Framework for the Formative Assessment of Dispositions for Teaching

• In Event: Developing Preservice Teacher Understanding of Diversity

Abstract

This paper describes a framework for developing dispositions for teaching that is performance-based, formative, dialogic, and anchored in social justice. We present findings from a series of validity studies on how our framework conceptualizes dispositions through lenses of cultural relevance and distributed knowledge to engage the teacher candidate and teacher educators in critical conversations about the commitments needed to teach in diverse classroom settings. This paper will have implications for how we, as a field of teacher education, continue to evolve our definitions and approaches to coaching and assessing teacher candidate dispositions in more robust, collective, and impactful ways.

Authors

• Miranda Schornack, University of Minnesota - Twin Cities

• Jessica Tobin, University of Minnesota - Twin Cities

• Jehanne Beaton, University of Minnesota

• Mistilina D. Sato, University of Minnesota

• Su Jung Jung Kim, University of Minnesota - Twin Cities