Exploring teaching dispositions in teacher education Lesley Robinson, Sandra Tuhakaraina, Alison Warren Te Tari Puna Ora o Aotearoa/NZ Childcare Association Nau mai, haere mai Ko wai mātou? Who are we? He aha te kaupapa o tēnei wā? What are we going to talk about? Why did we choose to research dispositions? Our research question How can our teaching base community develop shared understandings of teaching dispositions? • How do students’ understandings of NZCA teaching dispositions change over three years of study? • How do our understandings (as teaching staff) of NZCA teaching dispositions change over three years of a Community of Inquiry research inquiry? • How do our teaching and assessment practices of NZCA teaching dispositions change over three years of a COI research inquiry? Discussion Sharing experiences of teaching and learning dispositions ĀhuatangaTeaching Dispositions: Māori perspectives • NZCA term, “Āhuatanga” • “way, aspect, likeness, circumstance, characteristic, attribute, trait” (Williams, 1971; Te Aka online dictionary) • “knowledge and practices which have the character and form of being Maori” (Mead, 2003) • “ngā āhuatanga o te tamaiti: ways of being” (Ministry of Education, 2009) • “Atua Dispositions within the individual” (Tamati, Hond-Flavell, Korewha and the whānau of Te Kōpae Piripono, 2008) Explanations of dispositions from Tauiwi perspective • “habits of the mind, tendencies to respond to situations in certain ways” (Katz, 1988) • “definition of a disposition emphasizes a teacher’s tendency to act in a certain way in certain professional contexts” (Katz & Rath, 1985, cited in Ruitenberg, 2011) • “being ready , willing and able” (Claxton & Carr, 2004) Dispositions are variously defined, but there seems to be a consensus that they provide links between values and beliefs, and behaviours (Da Ros-Voseles & Moss, 2007). Some of the US research/theory into teaching dispositions • The tracking of dispositions in action to find out which ones make a difference for students (Thornton, 2006) • Assessment of dispositions (Shiveley & Misco, 2010) • Ways to strengthen certain dispositions in student teachers (Baum & Swick, 2008) • Assessment of candidates for teacher education programmes NZ Research on teaching dispositions • Study of exemplary primary teachers found they demonstrated disposition to teach ‘across habitus’ (Carpenter, McMurchy-Pilkington & Sutherland, 1001) • Bateman, Bennett, Cairo & MacMillan (2013) have recently carried out research into the personal dispositional styles of early childhood teachers. Discussion Brainstorm some teaching dispositions Which teaching dispositions particularly resonate for you? Te Tari Puna Ora o Aotearoa Professional Dispositions Dispositional themes: Tū maia Advocate for social justice Te tuakiri o te tangata Reflective Whakawhanaungatanga Relationally connected Te puāwaitanga o te tangata Transformative Te oho mauri Inquiring and critically aware Whakahihiko hinengaro Curious, playful, creative Our methodology • Sociocultural theories • Guided participation • Community of learners framework • Focus of learning shifts from individual to learning as part of a community Methods • Three-year longitudinal study, following one student cohort • Focus group discussions for students, and for teacher educators at beginning of first semester, then at the end of first and second semesters. • Orientation: intake of new students (our cohort) “What does the term ‘disposition’ mean to you?” • End of semester student discussions focused on changes in understanding of NZCA dispositions and how these came about. • Teacher educator discussions focused on our understandings and how we teach and assess NZCA dispositions • Progress so far… Group discussion What might be the challenges and opportunities about using dispositions as a way of assessing teaching practice? Whakataukī Te manu ka kai i te miro, nōna te ngahere Te manu ka kai i te mātauranga, nōna te ao The bird that feeds on miro berries reigns in the forest The bird that feeds on knowledge has access to the world
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