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Session Type: Symposium
Dispositions for teaching and learning have become a predominant focus within teacher education programs across the United States. Currently, teacher education institutions seek to better understand how dispositions can be conceptualized across teaching and learning contexts while also exploring how such conceptualizations can be taught, coached, and enacted within practice. Accordingly, this symposium will examine different ways that teacher education institutions currently address dispositional understandings, growth and coaching, enactment, and assessment through unique conceptualizations across diverse teacher preparation programs.
A Dialogic Approach to Dispositional Coaching and Assessment Within a Distributed Knowledge Community - Jehanne Beaton, University of Minnesota; Jenna Cushing-Leubner, University of Wisconsin - Whitewater; Su Jung Kim, University of Minnesota - Twin Cities; Miranda Schornack, University of Minnesota - Twin Cities; Jessica Tobin, University of Minnesota - Twin Cities; Mistilina D. Sato, University of Minnesota
Teacher Dispositions as a Means to Moral Practice and the Cultivation of Practical Wisdom - Deborah L. Schussler, The Pennsylvania State University
Measuring and Evaluating Dispositional Affect: Addressing the Elephant in the Room - Dr. Thomas J. Sheeran, Niagara University; Vince Rinaldo, Niagara University
Assessing Dispositions in Teacher Education: Forsaking the Teachings of Paulo Freire - Maria del Carmen Salazar, University of Denver