Dispositions in Teacher Education
A Look At Social Justice
Bibliographic Data
| ID | 4308558 |
|---|---|
| Authors | Ana Maria Villegas (Montclair State University, corresponding author) |
| Year | 2007 |
| Volume | 58 |
| Issue | 5 |
| Pages | 370-380 |
| Publication date | 2007-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487107308419 |
| OpenAlex | W2075474186 |
| Language | EN |
| Citations received | 118 |
| References cited | 24 |
The use of a dispositional framework in the preparation of teachers, especially one that attends to issues of social justice, has generated considerable debate of late. In this article, the author argues that assessing teacher candidates' dispositions related to social justice is both reasonable and defensible. She explains why social justice matters in teacher education, provides a definition of the term dispositions and discusses why programs of teacher education must attend to them, and gives examples of practices used at one institution to assess teacher candidates' dispositions related to social justice to illustrate that such assessment can be done in a fair and principled manner. The author concludes that underlying the dispositions debate is an all-out war to define the goals of public education, the role of teachers, the nature of knowledge, and conceptions of learning, teaching, and learning to teach
Economic Justice · Institution · Mathematics education · Pedagogy · Political science · Social justice · Social science · Sociology · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Psychology · Teacher Education and Leadership Studies
Reaching Students with Limited or Interrupted Formal Education Through Culturally Responsive Teaching
Hacia un Programa de Formación Docente para la Justicia Social
Dualidades y Contradicciones en los Planes de Estudio del Profesorado de Música. De la Reproducción Acrítica a la Justicia Social
Teachers' narratives
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
Professional judgment and dispositions in teacher education
Operationalizing Social Justice in Social Studies Education
Professional Dispositions
Future Perspectives in Educational Psychology
Learning and Pedagogy in Initial Teacher Preparation
Teaching for Social Justice and Equity
The obstacles to preparing ethical teachers for Arab schools in Israel
Investigating perceived dispositions of Turkish preservice early childhood education teachers
Field experiences for pre-service teachers post-Covid-19
Nothing nice about it
Social justice education and the pitfalls of community and inclusion
Physics teachers’ dispositions related to culturally relevant pedagogy
Exploring teachers’ relational dispositions through reflective noticing
Teacher professional dispositions as viewed by teachers in Spain
Reading literature about disabled children and adolescents
Complexity and Transformative Learning
A Justice-Oriented System
Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy
Strengthening Bonds
Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education
Navigating Challenges and Tensions in Social Justice–Oriented Teacher Education
Critical Language Awareness and Educational Dignity in Science Teacher Preparation
The authenticity of disability simulations through empathetic imaginings
Reproducing inequality through ambivalence, ignorance, and innocence – Revisiting practices of equality and human rights in Finnish teacher education
Leveraging Prior Lived Experiences to Be a Justice-Oriented Teacher
Núm. 49 (2022)
Justicia Social en la Escuela
Assessing the diversity-related professional development needs of pre-service teachers
The relationship between compassion and social justice beliefs among preservice educators
Evolution education in policy and practice
Discursive compartmentalization in a critical multicultural classroom
Transformative moral education
Where the true power resides”
These American lives
Feeling anti-racism
Exploring the role of perception of social justice in predicting attitudes toward inclusive education for students with disabilities
Creating a learning environment for all children
Understanding the factors that shape dispositions toward students with disabilities
Emergent learning focused teachers and their ecological complexity worldview
A sociocultural framework for exploring pre-service teacher dispositions
Unearthing and addressing bias
Privilege, compromise, or social justice
Constructing critical autoethnographic self-studies with white educators
Multicultural teacher education
Voices of teacher candidates of color on white race evasion
Why did we never learn this?”
Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice
Reflecting on Meaning
Blank Canvas and Glass Ceiling
The Development and Validation of the Multicultural Dispositions Index
Toward a Theory of Teacher Education for Social Justice
Trayvon Martin, Race, and American Justice
La vulnerabilidad escolar como mito
Developing Core Practices for EFL/ESL Teaching
Intelligent Dispositions
Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions
Early Childhood Open-Mindedness
From teachers to teacher educators
More like the kids than the other teachers’
How common is the common good? Moving beyond idealistic notions of deliberative democracy in education
The use of a multimedia case to prepare classroom teachers of emergent bilinguals
Learning to unlearn
I had no idea”
What influences teachers’ “buy-in” of research? Teachers’ beliefs about the applicability of educational research to their practice
Beyond the bubble
Making teacher dispositions explicit
Teachers are works in progress”
How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers
The multidimensionality of multicultural service learning
Family science nights
Preservice teachers developing humanizing intercultural competence during field-based interactions
Equity Orientations of Novice Teachers
Counter-Storying Lives and Literacies
The Role of Mestiza Consciousness in Three Dimensions of Educational Expectations
South Texas Rural School Novice Teachers
Motivational and perceptual differences between Hispanic and White preservice teachers
Teaching To and Through Cultural Diversity
Multicultural education course put into practice
‘I am assumed to be someone who doesn’t have to deal with diversity’
Music Teacher Educator Perspectives on Social Justice
School-Based Practices and Preservice Teacher Beliefs About Urban Teaching and Learning
Theorising teacher performance dispositions in an age of audit
Critical Inquiry in the Social Studies Classroom
Teaching Who You Are
What Preservice Social Studies Teachers (Don't) Know About Politics and Current Events—And Why It Matters
I See Trayvon Martin”
Writing Latina/o Historical Narratives
Using a Xicana Feminist Framework in Bilingual Teacher Preparation
Whiteness as Property
Social Justice, Place, and Equitable Science Education
Writing Latina/o Historical Narratives
On the Harm Inflicted by Urban Teacher Education Programs
Justice-Oriented Teaching Dispositions in Urban Education
The Paradox of Teaching for Social Justice
A Mixed-Methods Study of Teacher Dispositions and Culturally Relevant Teaching
The Light in Their Eyes
Educating culturally responsive teachers
Constructing School Success
A Critical Analysis of the Research on Learning to Teach
From Preparation to Practice
Learning to Teach against the Grain
Teachers’ Beliefs and Educational Research
Beliefs, attitudes, and values
Pygmalion in the classroom
Public Goods, Private Goods
Dispositions as goals for teacher education
Pygmalion in the classroom
Racial and Ethnic Achievement Gap Trends
In search of the powerful self-fulfilling prophecy
Sponsored and Contest Mobility and the School System
Are the Effects of University Teacher Education 'Washed Out' by School Experience
Admission to Teacher Education Programs
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
Racism 102
Effectively Maintained Inequality
| Unique citing works | 118 |
|---|---|
| Citations per year | 6,56 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 110 |