The trouble with dispositions: a critical examination of personal beliefs, professional commitments and actual conduct in teacher education
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Ethics and Education 6 (1):41 - 52 (2011)
In this article, I argue that the concept of disposition is often unclear in teacher education programs, sometimes referring to general personal values and beliefs, and sometimes referring to professional commitments and actions. As a result, it is unclear whether teacher education programs should focus on selecting the right kind of person, or on educating the student for a profession. I suggest that a clearer distinction should be made between predispositions (value commitments that a person may or may not act upon) and professional dispositions (characteristics attributed to a person based on actually observed actions), and that teacher education programs should focus their attention on the latter, not the former. The question is not whether student-teachers have the ?right? personal beliefs but whether, if the dispositions required by the profession are at odds with their personal beliefs, the former will override the latter
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References found in this work BETA
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Citations of this work BETA
Ann Chinnery (2016). Review of Clarence W. Joldersma, A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration. [REVIEW] Studies in Philosophy and Education 35 (1):107-112.
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