This Article Free Full Text (Free PDF) Free References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Villegas, A. M. Search for Related Content Social Bookmarking                   What's this?

Dispositions in Teacher Education

A Look At Social Justice

Montclair State University

The use of a dispositional framework in the preparation of teachers, especially one that attends to issues of social justice, has generated considerable debate of late. In this article, the author argues that assessing teacher candidates' dispositions related to social justice is both reasonable and defensible. She explains why social justice matters in teacher education, provides a definition of the term dispositions and discusses why programs of teacher education must attend to them, and gives examples of practices used at one institution to assess teacher candidates' dispositions related to social justice to illustrate that such assessment can be done in a fair and principled manner. The author concludes that underlying the dispositions debate is an all-out war to define the goals of public education, the role of teachers, the nature of knowledge, and conceptions of learning, teaching, and learning to teach.

Key Words: dispositions • teacher education • social justice • teacher beliefs

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?