Disposition & Early Childhood Teachers Essay

Abstract This depicted object explores instructor fellowship plans and preservice instructor leans. The study examined the pronenesss of two sections of a interpretation methods ladder populated by preservice teachers. A desires checklist was utilize to collect data in iii phases and from two audiences. The findings of the study strongly suggest that preservice teachers waste a positive view of their own dispositions as thoroughly as their peers dispositions. The study besides 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 kick upstairs amplifyment of practices that surface disposition and strategic spend of data to improve teacher dispositions inwardly teacher procreation programs. lust & untimely puerility teachers 3 Introduction As the foment for effective teachers persists, many teacher education programs, and schoolmaste r conveyment administrators be left speculating to the highest degree the f solely in dispositions perform in effective didactics. Johnson & Reinman (2007) sought to explore the definition of dispositions as teacher pro sentiment and professional action in the moral/ethical domain of adult cognition.By evaluateing beginning teacher judgment both quantitatively and qualitatively, convergence between predicted and observed patterns was found in addition to congruity between teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher education and development argon do. They mirror what Jung (2009) found in the study of teacher technology. Jung studied technology teacher dispositions and found education pregnantly increased competence level and disposition measures.The study in addition found there are no statistic in ally significant differences in technology proficiency level in terms of get on or gender, female and older sc hool-age childs should be strongly encouraged to use technology without fear of failure. Since the study difference in the technology disposition score was due to the male students stronger selfconfidence level toward technology, teacher educators should remuneration attention for female students to be more self-assured through repeated contact to the technology experience.Jung made the following recommendations (1)The importance of technology should be stressed frequently and intensely throughout the curriculum. (2) Future teachers should decide successful role models endlessly for adopting technology. (3) Numerous technology literacy and integration classes, and other forms of technology education emergency to be included in the curriculum- to even off them competent and perceive themselves technologically competent. (4)Future teachers liking & Early childhood instructors 4should be exposed to the experiences, which repeatedly connect the value of technology with their c areer, which en sufficient them to hear and to experience the value of using technology and living with technology, which let them frequently use technology for their discipline, task solving, and future instruction. Disparate to the literature on some dispositions, the dispositions cited in the teacher education literature (e. g. , INTASC) have almost no illuminating value and very little significance presently.This conclusion comes from an examination of the cited teacher dispositions interms of Underwoods levels of meaning in the behavioral sciences and shows that these dispositional paradigms are little more than labels for set outicular behaviors. Although the construct, disposition, in teacher education whitethorn be redundant now, it is non entirely short-staffed as it may provide a pilot hypothesis for further investigations (Murray, 2007 Windschitl, 2003). The implications from the previous studies provide the derriere for exploring teacher dispositions. In order to effectively investigate this, a definition for dispositions by our g all overning bodies moldiness be identified.NCATE now defines Professional Dispositions as Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development (2007). Institutions take their own stab at defining dispositions in many ways. The National Association for the Education of Young Children states in order to order and examine surface disposition All teaching staff evaluates and improve their own performance ground on ongoing reproach and feedback from supervisors, peers and families.They add to their knowledge and increase their faculty to put knowledge into practice. They develop an Disposition & Early Childhood Teachers 5 annual individualized professional development plan with their supervisor and use it to inform their conti nuous professional development. The National Association for the Education of Young Children also states that disposition is defined through All teaching staff continuously strengthening their leadership skills and descents with others and plant to improve the conditions of children and families at heart their programs, the local community or region, and beyond.Teaching staff participate in versed or formal ways in local, state, or regional public- advisedness activities related to early care by joining groups, attending meetings, or sharing information with others both at and outside the program (2005). The University of western hemisphere atomic number 31 surfaces disposition through its conceptual framework. The Conceptual Framework is the rationale and organizing principle that guides the curriculum for ontogenesis Educators for School Improvement.The Conceptual Framework is grounded in explore, knowledge, and experience that describe what undergraduate and graduate panora mas should know and defend to foster transformational systemic change. Our Conceptual Framework incorporates the standards and principles established by the National Council for Accreditation of Teacher Education (NCATE), Georgia Professional Standards Commission (PSC), and Specialized Professional Associations (SPAs).The following beliefs give credence to our professional commitmentsthe 10 descriptors used to describe the qualities and dispositions that we feel educators substantive possess to positively impact school improvementand provide further delineation of the Conceptual Framework Disposition & Early Childhood Teachers 6 1. Decision Makers We weigh that candidates should be adequate to(p) to demonstrate knowledge and skills when making decisions that will influence effective transformational systemic change. 2.Leaders We look at that candidates should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change. 3. Life yen Learners We desire that candidates should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change. 4. Adaptive We believe that candidates should be able to demonstrate tractability and strategic planning charm to a wide variety of learners for effective transformational systemic change. 5.Collaborative We believe that candidates should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change. 6. Culturally Sensitive We believe that candidates should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change. 7. Empathetic We believe that candidates should be able to develop the sensitivity for individual, family, and institutional fills that will embrace transformational systemic change.8. inner We believe that candidates should be able to demonstrate general knowledge inherent in a bragging(a) arts curriculum, advanced knowledge in content domain of a functions, and specific knowledge in professional education for the implementation of transformational systemic change. Disposition & Early Childhood Teachers 7 9. Proactive We believe that candidates should be able to advocate for the removal of barriers that impede life long learning and hinder transformational systemic change. 10.Reflective We believe that candidates should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change. check to Merriam-Webster (2010), disposition is defined as a prevailing tendency, mood, or inclination b temperamental paper c the tendency of something to act in a certain manner under given comp nonpareilnt part. Katz (1985) defines disposition as the notion of disposition was defined as an attributed characteristic of a teacher, one that summarizes the swerve of a teachers actions in particular contexts (p.301).Now that the definitions for this context have been identified, let us examine what the research sound outs about them. What Does Research Say about Disposition? The arena of literature on dispositions in the field of teacher education is one of great concern. In wake of the fact that our professional organizations and accrediting bodies are constructing disposition requirements for graduate and undergraduate levels, universities are now being required to provide cover evidence as to how dispositions are being addressed.At the same time, teacher education programs are continuously providing opportunities for reflection in induction, courses, field and clinical placements. If we are considering reflection in action as Schon (1987) defines it, we must(prenominal) marry this concept with teaching dispositions. inside action, reflection has the powerfulness to surface. This study seeks to examine this relationship within the coursework through three points of view the students themselves, their view of each other and the instructor. In the context of this study, the researcher defines preservice teacher as a teacher education student working to attain an.Disposition & Early Childhood Teachers 8 undergraduate degree in education or initial certification later receiving a four-year degree in another field. Disposition Origin The study of dispositions had its roots in the 1960s when Arthur W. Combs began a series of studies on the personal perceptions of effective helpers, which he called perceptual characteristics (p. 96). Teacher education programs over the last 30 years have been implicit and explicit in including them in their conceptual frameworks.In issues of accreditation, dispositions play an important role in the making of teacher candidates. Similarly, Giovannelli (2003) stated that dispositions serve as an consummate measure of teacher effectiveness. On the other hand, Beyer (2002) stated that accreditation mandates, such(prenominal) as dispositions, emphasize a technical-rational salute to teaching and ignore social, philosophical, and political understandings needed by educators (p. 96). The major teacher accrediting bodies have battled with this for a art object now.McKnight (2006) states, Where as before NCATE held college of education faculty accountable for proving each preservice teacher had mastered certain knowledge and skills, new policies and standards now dictate faculty must generate evidence as to whether the teacher candidate is the right sort of person (p. 213). National Council for Accreditation of Teacher Education has been criticized regarding the dispositions that are highlighted in its standards. They should be assessed at the college level, or taught in a manner that would guide the teacher candidate to alter his or her already established dispositions.Time and opportunity may be in question. There is also the concern of whether disposition s towards virtues such as social justice, caring and honesty, which NCATE standards present as attractive, will fall short of leaving a mark on teacher candidates. McKnight (2006) found, These dispositions have been reinforced in the general process of schooling, as Disposition & Early Childhood Teachers 9 part of the hidden curriculum and academic achievement discourse, according to those who tumble schooling from a critical lens (e. g. Bowers and Flinders 1990 Cherryholmes 1988 Doll 1993 Zeichner 1991, p.214).Presence of Dispositions In order to be aware of the facilitation of dispositions, preservice teachers must be open to interaction and experience in the learning and teaching environment. This would denote presence. Raider-Roth and Rodgers, (2006) defines this meshing as presence- a state of alert awareness, receptivity and connectedness to the mental, emotional and physical workings of both the individual and the group in the context of their learning environments and the powerfulness to respond with a considered and sympathetic best next step (p.266).The authors also hold that reflective teaching cannot be compacted to a answer of behaviors or skills, but is a practice that requires presence. It requires self-knowledge, trust, relationship and compassion (p. 266). Research from past studies confirm that the relationship between teacher and student is a cornerstone in student achievement, motivation, engagement and in their ability to depend on what they know (Midgley & Urdan. , 2001 Pianta, 1999 Roeser Eccles & Sameroff. , 2000 Rodgers, in press Raider-Roth, 2005a,b).This research illustrated that the case of these relationships is not a light or surface factor of schooling it is a critical feature of learning. What allows this relationship to burgeon is intricate and calls upon the mental, physical, emotive and related capital of the teacher. If this is the case, preservice teachers must be prepared and primed for such a relationship. Maxine Greene (1973), lifting the semantics of Merleau-Ponty, wrote on wide-awakeness. Through the act of reflection the human being confronts and becomes aware of his relation to his surroundings, his manner of conducting himself with.Disposition & Early Childhood Teachers 10 respect to things and other human beings, the changing perspectives through which the world presents itself to him (p. 269). Teacher educators anticipate this permeating exchange in the classroom. Schulz (2003) and Heshusius (1995) illustrated a similar position when they articulated the power of listening. Schultz, categorised listening at the crux of what it is to teach, defined listening as an active, rational, and interpretive process that is focused on creating meaning (p. 118). As with other thinkers and practitioners mentioned here she saw the teachers job as one of attentiveness.Attending to students in this manner, implies becoming deeply engaged in understanding what a person has to say through words, ge sture, and action. Listening is fundamentally about being in relationship to other and through this relationship supporting change or transformation (p. 270). Transmission of Dispositions Oftentimes, dispositions are align with skills. For example, critical-thinking skills include the ability to take a crap justification for via analysis, evaluation, and interpretation in reasonable, effective, careful, and serious ways, but these skills are powerless if certain dispositions are not in place.Attending to concepts and enacting these skills requires openminded and prejudice-free dispositions. Thinking skills rely on disposition to imply knowledge transfer within domains and the impetus to apply those skills (Harpern 1998 Wright 2002). There are multiple approaches to this. The author suggests Creating learning experiences for students that foster the development of dispositional commitments including incontrovertible and democratic rights of liberty, opportunity, and dissent, as wel l as freedoms of participation, inquiry, expression, and worship, are mush easier to prescribe than enact.Developing these dispositions is central to the care Disposition & Early Childhood Teachers 11 of democratic education creating widening and enlarging experiences (Barton and Levstik, 2004 Dewey, 1916). Instead of attempting the edification of dispositions via transmission system of instruction, learners can instead fitly surface them habitually when students have slide byd exposure to various kinds of learning experiences Reinforcement of Dispositions Battalio and Morin (2004) share that teachers react to reinforcement similarly as students do.In this case, strategies that engage disposition need to be reinforced. A teacher who meets with accomplishment with a strategy will more than exchangeablely use the approach at another opportunity. If the success is a lasting one, then the teacher gets consistent cheque about the usefulness of his or her practice. Regrettably, the r everse is also true. If a teacher uses a strategy that does not appear to operate, he or she is likely to employ the approach again. Achieving enduring change is often mute and seemingly unresponsive to initial positive interventions.Teachers need to be capable and ready to interpret front intervention outcomes in the full framework of the students milieu while also resisting the temptation to follow subjective appraisals of the interventions effectiveness. The authors describe such teachers as having high personal teaching efficacy (PTE Guskey & Passaro, 1994). This high personal teaching efficacy springs from a candidate who has the opportunity to explore and develop teacher dispositions for such behavior.Problem with Dispositions Due to concerns with the students communication to the instructor, and the nature of the language in that communication, the question of disposition arose. This is based on Schons definition of reflection in action. Reflection-in-action is defined by S chon (1987) as the ability of Disposition & Early Childhood Teachers 12 professionals to think about what they are doing while they are doing it. Schon views this as a fundamental skill.He emphasizes that the only way to manage the indeterminate zones of (professional) practice is through the ability to think on your feet, and put into operation previous experience to new situations. Students often equate a score on an assignment of project with a positive teaching disposition. This is not an automatic correlation and is often misinterpreted in various areas student-instructor communications, classroom discussions, instructional conversations, group assignments, presentations, field placements and lesson planning as well as the instructional environment at large.In this particular case, dispositions manifest themselves in all of the antecedently mentioned areas in this course. Because of a cohort of students in the first block of the program from the previous semester experienced m ajor problems with maintaining the teacher dispositions as indicated by the College of Educations Conceptual Framework, the instructor soon discovered that a more explicit system for aiding students in surfacing and monitoring their own dispositions was critical. The next semester the instructor taught the course and took a proactive approach to the situation.She instituted a simple instrument that served a three-pronged purpose to engage students in assessing themselves, each other, and assisting the instructor in assessing the students disposition as well. The review of literature and the instructors concerns of developing the whole teacher raised an essential question. How and under what conditions do preservice teachers assess dispositions in terms of themselves, each other, and in the eyes of the instructor? Methodology Research Questions 1. To what degree do preservice teachers assess their own dispositions? Disposition & Early Childhood Teachers 132. To what degree do preserv ice teachers assess the dispositions of their peers? 3. To what degree does the instructor assess the dispositions of the preservice teachers in the reading methods course? Population The sample consisted of forty-seven students enrolled in two sections of the reading methods course instituted in the first of four methods block courses in the undergraduate teacher education program at the university. There were forty-three females and four males. Thirty-six were early childhood education majors, eight were center grades education majors and three were special education majors.The study was voluntary and this population, and its sequences through the methods course blocks, was appropriate for this study because this is the structured progression of the undergraduate teacher education program. Convenience sampling was utilized (Salkind & Rassmussen, 2007). though convenience sampling has been stated in the literature not to be as strong a method as others, this method is essential to the study because of the nature of the candidates to this institutions program. If these candidates are to continue in the program as a cohort, monitoring them will be essential to teacher quality and program expectations.Measurement Measures The Likert Scale is an ordered, one-dimensional graduated table from which respondents choose one option that that most appropriately supports their view. There are commonly between four and seven options. An advantage is that questions used are usually simple to understand and show the way to consistent responses. A disadvantage is that limited options are presented with which respondents may not completely agree. Disposition & Early Childhood Teachers 14 Construction of measures The instrument was a 4-point likert scale with three major response categories satisfactory, areas of concern, and not observed.With in the menage of satisfactory were two response subcategories cautionary performance and expect performance. Within the mob of a reas of concern was below evaluate performance. Finally, there was the category of not observed. This makes for four responses in total. Exemplary performance was rated as a three, expect performance was rated as a two and below expected performance was rated as a one. The dispositions being assessed were belonging, mastery, independence and generosity. Within the category of belonging were samples of descriptors.Descriptors included relates easily, positively, and tactfully with others, is friendly, courteous, and professional actively seeks opportunities for personal and professional growth appropriate professional appearance and personal hygiene. Within the category of mastery were samples of descriptors. They were demonstrates a commitment to continuous learning and reflection exhibits an interest in and a commitment to teaching and learning responds with a positive attitude when receiving feedback.Within the category of independence were samples of descriptors. Descriptors inc luded demonstrates initiative and positive attitude is responsible, reliable, dependable, & well organized (meets deadlines, reliable, prompt, attends classes, appointments, meetings, etc. ), and demonstrates flexibility and adaptability. Within the category of generosity were samples of descriptors. They were willingly, actively and cooperatively participates in collaborative situations shares ideas and concerns, and appreciates multiple perspectives.There was also an open-ended comments section for those responses that students felt were important to the survey but not included in the checklist (See cecal appendage A). Disposition & Early Childhood Teachers 15 Procedures The instrument was administered twice to the students and absolute once by the instructor. The students completed the checklist based on their observation of themselves at the middle of the semester. The students then completed the instrument anonymously on a group member at the end of the semester. Finally, the instructor completed the disposition checklist on all of the students at the end of the semester.Each checklist was submitted the day it was completed and all of the data were compiled ten days after the last checklist was collected. Though this was a mixed methods study, the research chose to address the quantitative aspect of the study at this time. Results The data was subject to descriptive statistical analysis, by way of per centumages. Self-Reporting In the category of belonging disposition, all of the participants rated themselves as displaying satisfactory performance with 39 (83%) reporting admonitory performance and 8 (17%) reporting expected performance.In the category of mastery disposition 27 (57%) of the participants rated themselves as exemplary performance, 17 (36%) reported expected performance, and a small percentageage 3 (7%) rated themselves an area of concern-below expected performance. In the category of the independence disposition, snow% rated themselves as satisfactory in the area with 25 (53%) of them rated as exemplary performance and 22 (47%) at expected performance.Finally, in the disposition of generosity, 39 (83%) of the participants rated themselves with an exemplary performance and with 8 (17%) of preservice teachers rated themselves with expected performance (See accessory B, Table 1). Disposition & Early Childhood Teachers 16 Figure 1. add together of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not spy on gi ng M as te ry In de pe nd B el friction match Reporting In the category of belonging, 40 (85%) of the participants rated their classmates as exemplary performance with 5 (10%) of the students citing expected performance. cinque percent of the participants rated their peers in the area of concern-below expected performance. In the category of mastery, 39 (83%) of the participants rated their peers at exemplary performance. 15 percent of participants rated their peers with expected performance and a small percentage of participants reported 1 (2%) of their peers at an area of concern-below expected performance. In the category of the independence, 39 (83%) of the participants rated each other with exemplary performance in this area. Of the preservice teachers, 5 (10%) were rated by their peers as meeting expected performance.Seven percent of the participants rated each other in the category of belowexpected performance. In the category of generosity, 41(86 %) of the participants rated each other with a score of exemplary performance. Seven percent of participants rated their peers with expected performance. Finally, 3 (7 %) of the participants rated their peers below expected performance (See Appendix B, Table 2). G en er os ity en ce Disposition & Early Childhood Teachers 17 Figure 2. Number of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not Observed er y nd en ce gi n B el on.In de pe Instructor Reporting In the category of belonging, the instructor rated 12 (25%) of the participants as displaying exemplary performance. Fifty-seven percent of preservice teachers were rated as displaying expected performance. Seventeen percent of the participants were rated belowexpected performance. In the category of mastery, the instructor rated 7 (15%) of the participants as exemplary performance. Thirty-two percent were rated as expected performance and a smaller percentage 25 (53%) of the participants were rated as below expected performance area of concern.In the category of independence, 9 (19%) of the students were rated as displaying exemplary performance. cardinal percent of participants were rated as having expected performance and 26 (55%) of the participants were rated as below expected performance. In the category of generosity, the instructor rated 7 (15%) of the participants as exemplary performance and 33 (70%) at expected performance. Fifteen percent of the participants were rated at area of concern-below expected performance (See App endix B, Table 3). G en er os M as t ity gDisposition & Early Childhood Teachers 18 Figure 3. Number of Students 50 45 40 35 30 25 20 15 10 5 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Figure 4. Comparison of Students win 3. 5 3 Mean Score 2. 5 2 1. 5 1 0. 5 0 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 Number of Students Reported by instructor Reported by self Reported by peer Discussion This tool provided three views of major disposition categories. The most marked difference was between the instructors view of the participants disposition of independence (Figure 4).The discrepancy solicits questions about the definition of independence based on objectives and the context provided by the programs conceptual framework. It is affirmable that the proactive descriptor could be part of this definition. G en er os ity en ce Disposition & Early Childhood Teachers 19 Mastery was another disposition that elicited conversation and conflict. This , like independence, was controversial as well. Participants tended to view completing assignments as mastery whereas the instructor looked at issues of quality. Belonging was a disposition that was actually consistent across all three reporting groups.This disposition is critiqued because it sets the stage for collegiality an essential part of teacher life. Generosity was also consistent across all three reporting groups. This disposition too, is critical for planting seeds of empathy a descriptor in the universitys conceptual framework. As far as limitations are concerned, the research acknowledges a few of them. First of all, of the universitys descriptors are not discreetly mensural or assessed. Secondly, the number of students is a relatively small number. Third, these students are in the first methods block of the teacher education program.The researcher questions what this data would reveal if the students were assessed towards the end of the program. Conclusion The study fo und a significant difference between the instructors view of the students disposition and their view of themselves. The research found this to be of importance and planned to examine this phenomenon qualitatively. Independence was the one disposition where students were actually aligned with the perception of that disposition with the instructor. Implications This small, yet informative study delineates three relatively important points.First, we must make the importance of dispositions explicit in each course, not just listed in the course objectives. It must be surfaced in the courses and monitored qualitatively and quantitatively. Secondly, we must teach students how to surface dispositions and understand the total Disposition & Early Childhood Teachers 20 commitment associated with the conceptual frameworks of each institutions teacher education program. Third and finally, we must continue to create and fine tune a more concise process for creating banks of comparative dispositi on data in our accreditation and institutional reports that inform a dynamic curriculum.As issues of teacher quality and student performance continue to avail, we must make the examination of the potential and power of disposition a part of the deliberate conversation. Disposition & Early Childhood Teachers 21 References Battalio, R. , Morin, J. 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