Developing Preservice Teacher Equity-Based Dispositions: Narratives of Connecting With Evidence by Practitioners, Researchers, and Evaluators

• In Event: 43.037 - Measuring Outcomes of Teacher Candidates and Novice Teachers: Knowledge, Practice, and Dispositions

Abstract

Presented at AERA in 2018, four teacher preparation institutions used narrative inquiry, embodiment and affect, and dialectical pluralism frameworks to generate common research questions, collect multj-modal narratives, and share learnings. Findings supported nuanced patterns that advance institutional knowledge on the conditions and methods to help teacher candidates critically engage with the knowledge of dispositions, teacher identity work, and the embodied, relational, and affective complexities of teaching in an increasingly changing sociopolitical climate. The goal of this mixed methods paper is to make more visible how this multi-institutional collaboration by practitioners, researchers and evaluators influenced one program’s continued pedagogical design, leveraged democratic processes, used evidence to navigate complexities and support decision-making about equity by candidates and support providers.

Authors

• Susan A. Tucker, Evaluation and Development Associates LLC

• A.Dee Williams, California State University - Los Angeles