Evaluating Dispositions for Teaching Using Culturally Responsive Scenarios Within an Innovative Master's in Teacher Education

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-11 - Cultural Considerations in Teacher Education

Abstract

This paper presents the development and results from a Dispositions for Teaching evaluation for a new Masters in Teaching and Learning programme in New Zealand. The evaluation comprises 12 scenarios that address the principals underpinning the programme, current literature, the New Zealand educational context, and Māori cultural values. Participants (n = 30) were studying to be primary and secondary teachers. Administration was in the form of a controlled, within-groups, randomised pre-post design. Pre-condition results indicated good dispositions for teaching, with room for improvement in 3 areas: responding to children with special needs, giving feedback, and co-constructing classroom management. The post-condition data will be gathered in December. Results are discussed in terms of assisting students to become exemplary teachers.

Authors

• Lisa F. Smith, University of Otago

• Mary Simpson, University of Otago