Introduction
Teachers are change agents in societies. Class size, administration, and resources are important, but it is teachers who have the most influence on student achievement (Brophy & Good, 1986; Cruickshank, Jenkins, & Metcalf, 2009; Darling-Hammond, 2000, 2006; Lasley, Seidentop, & Yinger, 2006; Tellez & Waxman, 2006). With technological and societal demands of the 21stcentury, effective teacher education is even more critical. Among other things, teachers need to be disposed to deal with rapid changes and innovations. Teachers’ dispositions are also important for many other aspects of students’ learning experiences. Dispositions have been linked to teachers’ behaviors and practices (Diez, 2007a; Fang, 1996; Serdyukov & Ferguson, 2011), to their beliefs, knowledge, and characteristics, and have long-lasting impact on instructional practices (Hong, Greene & Hartzell, 2011).
Given the importance placed on dispositions, it is little wonder that there has been a call for teacher education programs to foster constructive teaching dispositions. In 1992, the Interstate New Teacher Assessment and Support Consortium (INTASC) and later in 2008, the National Council for Accreditation of Teacher Education(NCATE) emphasized the importance of dispositions in teacher education programs. The Council of the European Union for teacher education included dispositions among its priorities for teacher achievement (Caena, 2011). Teacher education programs “can influence the creation and revision of dispositions” (Nelsen, 2015, p. 6). Therefore, it is important to understand what dispositions are and what contributes to their development.
Theoretical framework
In the current study, a teacher’s dispositionis considered to be comprised of clusters of mindful and thoughtful habits that can evolve through constructive experiences. To categorize habits, the authors relate to Habits of Mind as outlined by Costa and Kallick (2000) who identified and described the following 16 habits of mind: (i) applying past knowledge to novel situations, (ii) creating, imagining, and innovating, (iii) finding humor, (iv) gathering data through all senses, (v) listening with understanding and empathy, (vi) managing impulsivity, (vii) metacognition (thinking about thinking), (viii) persisting, (xi) questioning and problem posing, (x) remaining open to continuous learning, (xi) responding with wonderment and awe, (xii) striving for accuracy, (xiii) taking responsible risks, (xiv) thinking and communicating with clarity and precision, (xv) thinking flexibly, and (xvi) thinking interdependently.
The researchers refer to the Theory of Experience as described by Dewey (1938) to explain how dispositions are developed. In this theory, life can be viewed as the experiential continuum where every experience leads to change and growth (albeit positive or negative). As the experiences are repeated and enforced, individuals develop habitual ways of thinking to interact with the experiences.
Research questions
The research questions that guided this study are as follows:
- Which significant life experiences, revealed from participants’ narratives, contributed to participants’ dispositions?
- What do the narratives of five teachers reveal about the contribution of participants’ significant life experiences to their dispositions?
- Based on the findings from participants’ narratives, in what ways didparticipants’ significant life experiences contribute to their teaching practices?
Participants
The researchers purposefully selected five female teachers who were observed by lead author to display some or all the sixteen habits of mind in and out of the work context. These observations were confirmed through a peer review of the participants. As Vazire (2010) suggested we are far from observing ourselves perfectly accurate and others (outsiders: friends, coworkers, family members) are at least as accurate as the self to describe what a person is like. Therefore, two close peers of each participant were asked to complete a survey asking which habits of mind they agreed were exhibited by the teachers. Another reason these participants were selected was because they were open to sharing their life stories.