Does Context Matter? Dispositions of New Teachers for Urban Schools

• In Event: 21.059 - Issues in Urban Learning, Teaching, and Research

Abstract

Teachers enter education with experiences, both personal and formalized through teacher education programs that influence their worldviews. This qualitative study examined preservice teachers’ (PST) perceptions about teacher dispositions in relation to teaching contexts using Dewey’s theory of transactional knowing. Twenty PSTs from a K-5 certification and ESOL endorsement program focused on preparation for urban schools were interviewed individually after program completion about understandings of urban school contexts and dispositions. Preliminary analysis found that PSTs believed that dispositions would need to change in response to where one teaches based on expectations and responsiveness to learner needs. PSTs also described “core” dispositions that may be generalized across school settings. Implications for teacher preparation and support for urban contexts is provided.

Authors

• Diane M. Truscott, Georgia State University

• Sarah Mia Obiwo, Georgia State University