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Session Type: Symposium
This session will examine pedagogical approaches for teacher educators to support candidates’ dispositional development towards equity. Drawing from research conducted at four institutions, perspectives will highlight humanization, narrative inquiry, embodiment and affect, and dis/ability critical race frameworks as part of a pedagogical repertoire to develop equity-based dispositions. The findings from each study support nuanced insights that will advance knowledge on the complexities and possibilities 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. Audience discussion with panelists will follow the paper presentations.
Advancing Humanization in Education: A Framework for Developing and Assessing Humanizing Dispositions - Maria del Carmen Salazar, University of Denver
Using Narrative Inquiry and Dialectical Pluralism to Support Enacting Dispositions in Urban Teacher Preparation - A.Dee Williams, California State University - Los Angeles; Susan A. Tucker, Evaluation and Development Associates LLC
Embodied Encounters: Toward a Pedagogy of Relational Witnessing and Discomfort - Justin Phillip Jimenez, University of Minnesota - Twin Cities; Mistilina D. Sato, University of Minnesota; Jehanne Beaton, University of Minnesota; Amanda Christine Shopa, University of Minnesota - Twin Cities
Walking the Talk: Examining the Development of Preservice Teachers' Equity-Oriented Dispositions - Christa S. Bialka, Villanova University