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ERIC Number: EJ774717
Record Type: Journal
Publication Date: 2007
Pages: 6
Abstractor: ERIC
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1068-3844
Analyzing Teachers' Dispositions towards Diversity: Using Adult Development Theory
Eberly, Jody L.; Rand, Murial K.; O'Connor, Terry
Multicultural Education, v14 n4 p31-36 Sum 2007
Why do some teachers demonstrate great cultural sensitivity in their work with children while others seem mired in stereotypes, perpetuating a view of diversity as exotic or denying that race is an issue in their classrooms? Why is it so difficult to change these dispositions of teachers? And what can we do in teacher education to further the cultural responsiveness we claim we want teachers to develop? Dispositions of teachers strongly affect the impact they have on student learning and development. Recent research has lead to dispositions playing a prominent role in the accreditation of teacher education programs, including the requirement to effectively measure dispositions of teacher candidates. The National Board for Professional Teaching Standards (2001) also requires teachers to demonstrate dispositions and the standards are rife with the language of dispositions: value, belief, commitment, passion. There is less consensus however, on the particular dispositions associated with effective teaching, or on the role that dispositions might play in the educational reform movement. In this research, the authors address these questions by using the adult developmental theory of Robert Kegan (1998) to analyze the foundation of the dispositions teachers bring to issues of racial and cultural diversity. They believe that dispositions stem from an underlying psychological meaning-making structure and that teachers need a deeper understanding of that structure so that they can identify the developmental level of their students' dispositional thinking and therefore provide learning environments that support students' growth in changing dispositions. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A