Understanding Preservice Teacher Dispositions: Implications for Social Justice and Educational Policy

Autor/inn/en	Saultz, Andrew; Lyons, Abigail I.; Aronson, Brittany; Sander, Scott A.; Malin, Joel R.
Titel	Understanding Preservice Teacher Dispositions: Implications for Social Justice and Educational Policy
Quelle	In: Teacher Education Quarterly, 48 (2021) 1, S.7-32 (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teachers; Student Attitudes; Educational Policy; Teacher Education Programs; Personality Traits; Student Surveys; State Universities; Positive Attitudes; Teaching Conditions; Work Environment; Knowledge Level; Teacher Educators; Social Differences; Social Justice; Teaching Methods; Diversity; Government Role; Common Core State Standards; Standardized Tests; Educational Improvement; Educational Attitudes; Reading Tests; Mathematics Tests; Accountability; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Schülerverhalten; Politics of education; Bildungspolitik; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerbefragung; Staatliche Universität; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsmilieu; Wissensbasis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Sozialer Unterschied; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Common core curriculum; Curriculum; Kerncurriculum; Standadised tests; Standardisierter Test; Teaching improvement; Unterrichtsentwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lesetest; Verantwortung
Abstract	This study provides empirical evidence on preservice teachers' (PSTs) dispositions by surveying them on topics of educational policy in their first required course for a teacher preparation program in one mid-sized public university. Our survey used the same questions as did the Ed Next/Harvard Program on Education Policy and Governance poll, which was administered nationally both to the general public and to public school teachers. The goal was to understand PSTs' dispositions when they enter teacher education programs. Results of the survey indicate that dispositions and attitudes of PSTs reflect a belief that schools are doing well and that PSTs are neutral with respect to many major educational policies. These findings suggest that students are entering teacher preparation programs with largely positive views of schooling and a general lack of knowledge about educational policy and teachers' working conditions. We provide several implications for teacher education and teacher educators who look to disrupt rather than reproduce structural inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01