Mirror Images: Teacher Candidates' Perceptions of Disposition Development
The complexity of disposition development for teacher candidates continues to be discussed and debated in teacher education. This study compares two programs and the different ways each approaches the disposition development of their respective candidates. More than 200 candidates from two institutions were surveyed on how and where they perceived they were provided the opportunity to develop professional dispositions. Four case studies were also conducted to probe more deeply into candidates' perceptions. Findings reveal the two institutions provided mirror images of each other: candidates from one institution perceived opportunities for disposition development occurred mostly in the field, whereas candidates from the second institution perceived disposition development occurred mostly in coursework. Comparing programs reveals strengths and weaknesses that may not have been apparent through reflection on one's own program. Findings thus can be held up as a mirror for other programs to assess their own st...
This paper draws on a social theory of learning and critical discourse theory to address the formation of identities in mathematics classrooms. From these perspectives mathematics classrooms are viewed as learning communities in which identities are defined through the discursive practices (Faircloug, 2001).