Cultivating Teachers' Professional Dispositions in the Post-Truth Era

• In Event: 75.041 - MTCC Roundtable Session 33
  In Roundtable Session: 75.041-11 - Considerations for Faculty Teaching Educational Research Courses

Abstract

This paper offers a philosophical inquiry into the contextual factors contributing to the Council for the Accreditation of Educator Preparation (CAEP)’s policy on assessing teachers’ professional disposition in the post-truth era. I first attend to the CAEP’s recent effort to integrate diversity and technology throughout teacher education. Next, I examine the methods of disposition assessment. I argue that the juxtaposition of “diversity” and “technology” is based on a presupposition that culture like technology is an instrument for facilitating students’ academic achievement. Consequently, assessing teachers’ disposition only sustains the existing social structure that perpetuates inequality. In view of the demerits of disposition assessment, I argue that the cultivation of teachers’ professional dispositions should focus on reclaiming teachers as ethical agents.

Author

• Huey-Li Li, The University of Akron