Teacher candidate disposition: A framework for unpacking and supporting intellectual, cultural, and moral dispositions

• In Event: The Consortium of State and Regional Educational Research Associations: Distinguished Paper Session and Business Meeting

Abstract

Learning outcomes comprise the impetus of Henderson and Mapp’s (2002) research that concludes parent and family involvement in public education directly relates to student achievement including improved test scores, grades, attendance, and graduation rates—the improvement of which is so vital for urban education and the advancement of educational equity. This qualitative case study examined six undergraduate teacher candidates’ self reports on their dispositions as related to parent engagement in public education. Triangulated methodology included journal analysis through photo elicitation, individual semi-structured interviews, and a focus group. The research study advanced fourteen findings on teacher candidates’ reports regarding their dispositions and dispositions on future action as related to engaging parents in supporting their children’s education. The author presents a framework to unpack and support the intellectual, cultural, and moral dispositions of teacher candidates.

Author

• Lakshmi R. Frechette, Roger Williams University