Overview

Sometimes understood as habits of mind, “dispositions” represents a new concept in teacher education. Conversations about professional dispositions in teaching often touch on issues such as attitudes, values, moral commitment, and social justice. Based on the American Association of Colleges for Teacher Education’s Task Force on Teaching as a Moral Community, this book addresses the philosophical grounding for the concept of teacher dispositions and examines thoughtful examples of emerging practice.

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9781934742785

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This book serves as a much-needed resource for teacher educators committed to the hard work of conceptualizing, developing, and assessing teacher disposition. The editors and contributing authors make a convincing case that dispositions are the foundation for competent and principles teaching. By astutely situating teacher dispositions within a theory of learning to teach, this volume sheds light on a complex construct and provides a framework for giving professional dispositions their rightful place in teaching and teacher education. Ana Maria Villegas, director, doctoral program in teacher education and teacher development, and professor, curriculum and teaching, Montclair State University Teaching as a Moral Practice provides a coherent and articulate framework for navigating the contested terrain of dispositions for teaching. The series of case examples offers a valuable resource for teacher educators concerned with preparing teachers to act morally and ethically as professionals. David Carroll, associate professor, Woodring College of Education, Western Washington University Developed theoretically, framed around policy considerations, and couched in practice, this book argues for teacher-preparation programs that conceptualize, develop, and assess dispositions to richly inform the ethical and moral practices of future teachers. The editors do not shy away from asking hard questions or from highlighting the challenges faced in bringing dispositions fully into the knowledge and skills conversation. Lisa M. Stooksberry, director of certification standards, National Board for Professional Teaching Standards

This book serves as a much-needed resource for teacher educators committed to the hard work of conceptualizing, developing, and assessing teacher disposition. The editors and contributing authors make a convincing case that dispositions are the foundation for competent and principles teaching. By astutely situating teacher dispositions within a theory of learning to teach, this volume sheds light on a complex construct and provides a framework for giving professional dispositions their rightful place in teaching and teacher education. Ana Maria Villegas, director, doctoral program in teacher education and teacher development, and professor, curriculum and teaching, Montclair State University

This book serves as a much-needed resource for teacher educators committed to the hard work of conceptualizing, developing, and assessing teacher disposition. The editors and contributing authors make a convincing case that dispositions are the foundation for competent and principles teaching. By astutely situating teacher dispositions within a theory of learning to teach, this volume sheds light on a complex construct and provides a framework for giving professional dispositions their rightful place in teaching and teacher education. Ana Maria Villegas, director, doctoral program in teacher education and teacher development, and professor, curriculum and teaching, Montclair State University Developed theoretically, framed around policy considerations, and couched in practice, this book argues for teacher-preparation programs that conceptualize, develop, and assess dispositions to richly inform the ethical and moral practices of future teachers. The editors do not shy away from asking hard questions or from highlighting the challenges faced in bringing dispositions fully into the knowledge and skills conversation. Lisa M. Stooksberry, director of certification standards, National Board for Professional Teaching Standards Teaching as a Moral Practice provides a coherent and articulate framework for navigating the contested terrain of dispositions for teaching. The series of case examples offers a valuable resource for teacher educators concerned with preparing teachers to act morally and ethically as professionals. David Carroll, associate professor, Woodring College of Education, Western Washington University

Author Information

Peter C. Murrell, Jr., is the founding dean of the school of education and professor of educational psychology at Loyola College in Maryland. Mary Diez is professor of education and dean of graduate studies at Alverno College in Milwaukee, Wisconsin. Sharon Feiman-Nemser is the Mandel Professor of Jewish Education at Brandeis University and the founding director of the Mandel Center for Studies in Jewish Education. Deborah L. Schussler is associate professor in the Department of Education and Human Services at Villanova University.

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