ERIC Number: ED358569
Record Type: RIE
Publication Date: 1992-Nov
Dispositions of Aspiring Teachers and Administrators: Learning-in-Action.
Bogotch, Ira E.; Piggott, Susan
Open attitudes, dispositions, and values are the primary preconditions for learning for both adults and children. Unfortunately, schools do not provide a suitable environment for adult learning. Organizational roles of educators tend to undermine adult learning, and as teachers and administrators advance, they seem to exhibit even less need to learn. A study of students in two university preservice courses, one for aspiring teachers, the other for aspiring educational administrators, were used to better understand adult initial learning dispositions and to explore strategies for affecting those dispositions. Also, cognitive psychology, adult-learning theories, and action research were used in teaching activities to foster positive attitudes toward lifelong learning. Three categories of data were collected: professional commitment, lifelong learning, and reflection. Both groups were strongly committed to becoming teachers and administrators and were already making sacrifices toward that goal. Students had mixed feelings about the importance of college courses and the value of different teaching methods. Responses concerning learning, reflection, and self-evaluation changed for many of the participants during the course. Student response to the courses confirmed that re-educating aspiring educators in the process of learning is the best way universities can improve public education. (Contains 32 references.) (JPT)
Publication Type: Speeches/Meeting Papers; Reports - Research; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, November 11-13, 1992).