1 / 17

A Model of Disposition Modification:

A Model of Disposition Modification:. The Results of Preservice Teachers’ Perceptions of their Dispositions in a Year Long Graduate Teacher Training Program Presented By Dr. Karen Ihrig and Dr. Elisabeth Rice The George Washington University Programs for Teaching Students with EBD

tamira
Download Presentation

A Model of Disposition Modification:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Model of Disposition Modification: The Results of Preservice Teachers’ Perceptions of their Dispositions in a Year Long Graduate Teacher Training Program Presented By Dr. Karen Ihrig and Dr. Elisabeth Rice The George Washington University Programs for Teaching Students with EBD 4th Annual Symposium for Educator Dispositions Northern Kentucky University November, 17, 2005

  2. The Study This study examined eight graduate preservice teachers’ (interns’) perceptions of: 1) their dispositions toward teaching students with Emotional and Behavioral Disabilities (EBD) and 2) their perceptions of their growth in their dispositions as they integrated concepts of intra/interpersonal knowledge over a year of teacher training.

  3. Content Analysis A content analysis of texts already embedded in the training program were examined for the presence of formulated themes. Those documents included: • Weekly journals • Selected Benchmarks from the Intern Progress Report • Sections from the Program Evaluation • Section A from the Course Evaluation

  4. Coding the journals • Themes were coded using a combination of open coding and a priori coding. For the purpose of this study dispositions was defined in terms of Usher’s (2002, ¶ 4) reformulation/5 dispositions of teacher effectiveness. • Derived from five areas of beliefs summarized by Arthur Combs, Usher reformulated five dispositions of teacher effectiveness that included : • EMPATHY • POSITVE VIEW OF OTHERS • POSITIVE VIEW OF SELF • AUTHENTICITY • MEANINGFUL PURPOSE AND VISION

  5. Empathy Initially seeks to understand the other person’s point of view. Is strongly committed to sensitivity and to understanding the individual learner’s present perceptions. Sees that the beginning point of learning is dependent upon a clear and accurate “fix” on the learner’s private world of awareness at the time. Respects and accepts as real each person’s own unique perceptual world. This disposition is based upon our perceptual awareness about the nature of the task of teaching and its purposes.

  6. Positive View of Others Has a sense of trust and confidence in other person’s worth, ability and capacity for growth, development, and learning. Sees other people in essentially positive ways. Honors the internal dignity and integrity of learners and holds positive expectations for their behavior. More apt to approach others believing they “can” than they “can’t”. This disposition is the basic perceptual awareness we have about what other people are like.

  7. Positive View of Self Has a self concept that is positive with a resultant overall sense of self-adequacy. Sees himself/herself as essentially dependable and capable in the tasks of teaching. Sees herself/himself generally but not exclusively in positive ways—with an overall positive, abiding and trustworthy sense of actual and potential worth, ability and capacity for growth. Honors the internal dignity and integrity of self and holds positive expectations for his/her own actions. More apt to be optimistic. More apt to be realistic. This disposition is the basic perceptual awareness of what we are “like”.

  8. Authenticity Has ways of teaching (procedures, methods, techniques, curricular approaches) that are honest, self-revealing and allow personal-professional congruence. Uses approaches to teaching that are realistic, open and “fit” the people and situations and purposes at hand. Sees the importance of openness, self disclosure and being “real” as a person and teacher. Has developed a personal “idiom” as a teacher who melds personality uniqueness with curricular expectations. This disposition is based upon our perceptual awareness about the nature of the task of teaching and its purposes.

  9. Meaningful Purpose and Vision Committed to purposes of teaching built upon goals, attitudes and values that are broad and deep and primarily person-centered, freeing and long range in nature. A compelling and abiding sense of allegiance to democratic values, the dignity of being human, and the sacredness of freedom. Sees the importance of being visionary and reflective as a teacher. Committed to growth for all learners in mental, physical and spiritual realms through the mission of universal education. Continually seeks to identify, clarify and intensify knowledge and personal beliefs about what is really most important in helping people learn.

  10. Creating descriptors from the definitions

  11. Descriptors Continued:

  12. Descriptors Continued:

  13. Descriptors continued:

  14. Dispositions Continued

  15. The results The results of this study indicated that as concepts of intra/interpersonal knowledge were integrated into their coursework and field experiences, the interns perceptions of their dispositions began to change.

  16. Change in Interns’ focus of their dispositions over the course of training

More Related