Fostering the Development of Dispositions for Urban Teaching and Learning

• In Event: Culturally Responsive Teaching Practices in Science and STEM

Abstract

Urban teachers need an awareness of their own perceptions, an understanding of the instructional context, and the belief that all students can learn. Dispositions, broadly defined as values and commitments that influence decision making, are used to ensure that teachers understand their salient role in shaping the lives of students through belief-driven practices. This qualitative content analysis (QCA) examines existing disposition research to understand how teacher preparation programs can help preservice teachers cultivate dispositions for urban teaching and learning. Social constructionism serves as an epistemological perspective. The QCA found that programmatic features such as opportunities for self-awareness/reflection; exposure to social experiences; and intentional intervention aid the cultivation of urban teacher dispositions. Implications for urban teaching and learning are discussed.

Authors

• Diane M. Truscott, Georgia State University

• Brian A. Williams, Georgia State University

• Nancy Jo Schafer, Georgia State University

• Ana Solano-Campos, Georgia State University

• Stephanie Byrd, Georgia State University