Dispositions as a Discursive Process: Using Proleptic Autobiography to Support Teacher Candidate Development

Autor/in	Gilligan, James R.
Titel	Dispositions as a Discursive Process: Using Proleptic Autobiography to Support Teacher Candidate Development
Quelle	In: English Education, 53 (2020) 1, S.54-71 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Language Arts; Preservice Teacher Education; Preservice Teachers; Teacher Characteristics; Autobiographies; Professional Identity; Creativity; Teaching Skills; Knowledge Base for Teaching; Teacher Persistence; English Teachers; Values; California + Suchen Sie Ihr Suchwort? Sprachkultur; Lehramtsstudiengang; Lehrerausbildung; Autobiography; Autobiografie; Autobiographie; Kreativität; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Wertbegriff; Kalifornien
Abstract	This article examines the need to implement practical methods for helping teacher candidates in English language arts develop effective dispositions. The author suggests that candidates compose proleptic autobiographies--a form of discourse that describes an envisioned future as if it has occurred in the past--as a way to articulate the professional identities and dispositions to which they aspire. Citing examples from proleptic autobiographies composed by preservice teachers, the author discusses emergent dispositions and the benefits they may yield, including increased pedagogical creativity, enhanced knowledge and skills, and greater retention among early-career teachers. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01