Dispositions in Teacher Education A Look At Social Justice

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 reasonabl...

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Bibliographic Details
Published inJournal of teacher education Vol. 58; no. 5; pp. 370 - 380
Main Author Villegas, Ana María
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2007
Corwin Press, Inc
SAGE PUBLICATIONS, INC
Subjects
Access to Education
Analysis
Classification
Culturally Relevant Education
Disposition (Philosophy)
Educational aspects
Educational Change
Educational Objectives
Pedagogical Content Knowledge
Public Education
Qualifications
Role of Education
Social aspects
Social Justice
Socioeconomic Status
Teacher Attitudes
Teacher centers
Teacher centres
Teacher Education
Teachers
Teaching
Training
United States
teacher beliefs
dispositions
social justice
teacher education
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Summary: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.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487107308419