Disposition & Early Childhood Teachers
Disposition & Early Childhood Teachers 1
Disposition and Early Childhood Education Preservice Teachers: Where to Start?
Ursula Thomas, Ed.D University of West Georgia
Ursula Thomas Ed.D is an assistant professor of early childhood education at the University of West Georgia. Her research efforts focus on cultural mediation and teacher belief systems in the context of early childhood and teacher education.
Correspondence should be addressed to: Ursula Thomas, University of West Georgia. Dept. of C&I, 1601 Maple Street, Carrollton, GA, 30118. Phone: (678) 839-6070. Fax: (678) 839-6063. Email: uthomas@westga.edu
Disposition & Early Childhood Teachers 2
Abstract This study explores teacher education programs and preservice teacher dispositions. The study examined the dispositions of two sections of a reading methods course populated by preservice teachers. A dispositions checklist was used to collect data in three phases and from two audiences. The findings of the study strongly suggest that preservice teachers have a positive view of their own dispositions as well as their peers’ dispositions. The study also shows that the perception of preservice teachers’ dispositions of themselves differ greatly from the perception of the instructor of the course. Implications from this study suggest further development of practices that surface disposition and strategic use of data to improve teacher dispositions within teacher education programs.
Disposition & Early Childhood Teachers 3
Introduction
As the push for effective teachers persists, many teacher education programs, and professional development administrators are left speculating about the part dispositions perform in effective teaching. Johnson & Reinman (2007) sought to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence
Disposition and Early Childhood Education Preservice Teachers: Where to Start?
Ursula Thomas, Ed.D University of West Georgia
Ursula Thomas Ed.D is an assistant professor of early childhood education at the University of West Georgia. Her research efforts focus on cultural mediation and teacher belief systems in the context of early childhood and teacher education.
Correspondence should be addressed to: Ursula Thomas, University of West Georgia. Dept. of C&I, 1601 Maple Street, Carrollton, GA, 30118. Phone: (678) 839-6070. Fax: (678) 839-6063. Email: uthomas@westga.edu
Disposition & Early Childhood Teachers 2
Abstract This study explores teacher education programs and preservice teacher dispositions. The study examined the dispositions of two sections of a reading methods course populated by preservice teachers. A dispositions checklist was used to collect data in three phases and from two audiences. The findings of the study strongly suggest that preservice teachers have a positive view of their own dispositions as well as their peers’ dispositions. The study also shows that the perception of preservice teachers’ dispositions of themselves differ greatly from the perception of the instructor of the course. Implications from this study suggest further development of practices that surface disposition and strategic use of data to improve teacher dispositions within teacher education programs.
Disposition & Early Childhood Teachers 3
Introduction
As the push for effective teachers persists, many teacher education programs, and professional development administrators are left speculating about the part dispositions perform in effective teaching. Johnson & Reinman (2007) sought to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence