Positioning Dispositions in Initial Teacher Education: An Action Research Approach

Autor/inn/en	Zhang, Qilong; Hayes, Joanne; TeHau-Grant, Rawhia; Skeoch, Roberta; France, Lois; Jiang, Ke; Barnes, Ruth
Titel	Positioning Dispositions in Initial Teacher Education: An Action Research Approach
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 4, S.39-54, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Action Research; Preservice Teacher Education; Ethnography; Teacher Attitudes; Student Attitudes; Foreign Countries; Intervention; Teacher Education Programs; Participatory Research; Content Analysis; Self Evaluation (Individuals); Personality Traits; Teacher Characteristics; Early Childhood Education; Learning Experience; Outcomes of Education; New Zealand + Suchen Sie Ihr Suchwort? Projektforschung; Lehramtsstudiengang; Lehrerausbildung; Ethnografie; Lehrerverhalten; Schülerverhalten; Ausland; Forschungstätigkeit; Inhaltsanalyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernerfahrung; Lernleistung; Schulerfolg; Neuseeland
Abstract	In spite of debate, ambiguity, and tension around teacher dispositions, in the past over two decades, the place of dispositions in initial teacher education (ITE) has been widely supported among policy makers and researchers. Specifically, debate on whether dispositions are teachable has largely given way to action to foster dispositions. Adopting a two-cycle participatory action research design, this study explored ways to teach the first-year teacher candidates' dispositions in an early childhood ITE programme in New Zealand. The intervention included eight focus dispositions and corresponding strategies to teach each focus disposition. Data collection methods included student self-assessment surveys, individual and focus group interviews with students and teaching staff, team meetings, and a variety of pedagogical documentation. Ethnographic content analysis generated three themes: legitimacy of the intervention, experiential orientation of the intervention, and effect of the intervention. The study exemplifies how dispositions intervention can be incorporated in ITE programmes. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01