Developing Dispositions for Teaching
Teacher Education Programs as Moral Communities of Practice
Bibliographic Data
| ID | 12794868 |
|---|---|
| Authors | David Carroll (0000-0002-1445-077X), David M Carroll (corresponding author) |
| Year | 2005 |
| Volume | 1 |
| Issue | 2 |
| Pages | 81-100 |
| Publication date | 2005-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15476880590932229 |
| OpenAlex | W2039159939 |
| Language | EN |
| Citations received | 5 |
| References cited | 8 |
Dispositions for teaching have become a key issue in teacher education reform. Relatively little attention, however, has been devoted to studying how dispositions for teaching develop. This article argues that acquiring appropriate professional dispositions for teaching is a socio-cultural process that benefits from both formal and informal modeling and assisted performance. It takes place in and among peers and more experienced colleagues / instructors in teacher education programs, which serve as moral communities of practice. The article presents a conceptual analysis of this challenge, identifies implications, dilemmas, and potential initiatives for teacher education programs, and proposes avenues for further research
Engineering ethics · Pedagogy · Process (computing · Sociology · Teacher education · Teaching method · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
| Citations per year | 0.31 |
|---|---|
| Citation span | 2010 - 2026 (17) |
| Highly cited | No |