The Difficulty of Teacher Dispositions: Considering Professional Dispositions for Preservice English Teachers

References

• Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Borko, H., Liston, D., & Whitcomb, J. A. (2007). Apples and fishes: The debate over dispositions in teacher education. Journal of Teacher Education, 58, 359–366.
   Web of Science ®Google Scholar
• Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach (vol. rev.). Albany, NY: State University of New York Press.
   Google Scholar
• Carroll, D. (2011). Developing dispositions for ambitious teaching. Journal of Educational Controversy, 6(1). Retrieved from http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n002/a010.shtml
   Google Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Newbury Park, CA: Pine Forge Press.
   Google Scholar
• Cochran-Smith, M. (2010). Toward a theory of teacher education for social justice. In A. Hargreaves, M. Fullan, D. Hopkins, & A. Lieberman (Eds.), Second international handbook of educational change (pp. 445–467). New York, NY: Springer.
   Google Scholar
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Dewey, J. (1960). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago, IL: D. C. Heath. (Original work published 1933).
   Google Scholar
• Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers' identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232.
   Web of Science ®Google Scholar
• Freese, A. R. (2006). Reframing one's teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22(1), 100–119.
   Web of Science ®Google Scholar
• Handal, G., & Lauvas, P. (1987). Promoting reflective teaching: Supervision in action. Philadelphia, PA: Open University Press.
   Google Scholar
• Holstein, J. A., & Gubrium, J. F. (1997). Active interviewing. In D. Silverman (Ed.), Qualitative research: Theory, method, and practice (pp. 113–129). London, UK: Sage Publishers.
   Google Scholar
• Johnson, L. E., & Reiman, A. J. (2007). Beginning teacher dispositions: Examining the moral/ethical domain. Teaching and Teacher Education, 23(5), 676–687.
   Web of Science ®Google Scholar
• Katz, L. G. (1993). Dispositions and implications for early childhood practices. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
   Google Scholar
• Marshall, C., & Rossman, G. B. (2006). Designing qualitative research (4th ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• National Council of Teachers of English. (2003). NCTE/NCATE program standards: Program for initial preparation of teachers of secondary English language arts, grades 7–12. Retrieved from http://www.ncte.org/library/files/Programs/Teacher_Prep/RevisionApprovedStandards904.pdf
   Google Scholar
• Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Ritchhart, R. (2001). From IQ to IC: A dispositional view of intelligence. Roeper Review, 23(3), 143–150.
   Google Scholar
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
   Google Scholar
• Schussler, D. L., Stooksberry, L. M., & Bercaw, L. A. (2010). Understanding teacher candidate dispositions: Reflecting to build self-awareness. Journal of Teacher Education, 61(4), 350–363.
   Web of Science ®Google Scholar
• Shoffner, M. (2009). The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education, 25(6), 783–789.
   Web of Science ®Google Scholar
• Shoffner, M. (2011). Considering the first year: Reflection as a means to address beginning teachers' concerns. Teachers and Teaching: Theory and Practice, 17(4), 417–433.
   Web of Science ®Google Scholar
• Stooksberry, L. M., Schussler, D. L., & Bercaw, L. A. (2009). Conceptualizing dispositions: Intellectual, cultural and moral domains of teaching. Teachers and Teaching: Theory and Practice, 15(6), 719–736.
   Web of Science ®Google Scholar
• Thornton, H. (2006). Dispositions in action: Do dispositions make a difference in practice? Teacher Education Quarterly, 33(2), 53–68.
   Google Scholar
• Wilkerson, J. R. (2006). Measuring teacher dispositions: Standards-based or morality-based? Teachers College Record. Retrieved from http://www.tcrecord.org/Content.asp?ContentID=12493
   Google Scholar
• Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar