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What is Dispositions

Chapter 14
Multiculturalism and the Convergence of Faith and Practical Wisdom in Modern Society
A spectrum of cognitive and affective factors: thinking, feeling etc., everything from the classificatory categories to the sense of honour.
Published in Chapter:
Struggle for Inclusion: The Narratives of Religious Converts from Pakistan
Ambreen Shahriar (University of Sindh, Pakistan)
Copyright: © 2017 |Pages: 14
DOI: 10.4018/978-1-5225-1955-3.ch014
Abstract
The chapter explores the struggle for inclusion at home and society faced by four young people when they quit the religion they inherited from their parents. Using life-story interviews, it discusses reactions of their families about their decision to quit religion. Furthermore, the chapter sheds light on the ways these young individuals coped with the social problems that they faced after they made a difficult, socially unacceptable choice of switching from their inherited religion. The promotion of symbolic violence in the field and its use by the agents around the participants of this study is discussed through Bourdieu's concepts of habitus and field. The chapter aims to understand and highlight the dilemma faced by the participants due to their decision of conversion in a society which is still not ready for this.
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Chapter 11
Comics and Community: Exploring the Relationship Between Society, Education, and Citizenship
Attitudes and/or values that citizens in a republic need to hold in order for the republic to function; these can include a commitment to equality and social justice.
Published in Chapter: Comics and Community: Exploring the Relationship Between Society, Education, and Citizenship; From: Exploring Comics and Graphic Novels in the Classroom
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Chapter 8
The Teacher Behaviors Project: Capturing Stakeholders' Perceptions to Inform Program Improvement
The principles or standards that underpin a teacher’s success in the classroom. They are the values, commitments, and professional ethics that govern how a teacher acts with students, families, colleagues, and communities.
Published in Chapter: The Teacher Behaviors Project: Capturing Stakeholders' Perceptions to Inform Program Improvement; From: Handbook of Research on the Educator Continuum and Development of Teachers
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Chapter 15
Informing Teaching Through Community Engagement: A New Zealand Approach
Personal and professional attributes, such as resilience, courage, and empathy, that are based on beliefs, attitudes and values considered essential for teachers and teaching.
Published in Chapter: Informing Teaching Through Community Engagement: A New Zealand Approach; From: Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
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Chapter 15
Evaluating Antiracist Dispositions: Choosing, Analyzing, and Using Dispositional Assessment Tools in Antiracist Ways
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Chapter 1
Pedagogical Approaches and Service-Learning in Teacher Preparation
Observable behaviors that teacher candidates and in-service teachers exhibit.
Published in Chapter: Pedagogical Approaches and Service-Learning in Teacher Preparation; From: Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
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Chapter 74
Creating an Electronic Student Teaching Portfolio
Expressed beliefs and attitudes about teaching and learning.
Published in Chapter: Creating an Electronic Student Teaching Portfolio; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 26
Preparing Globally Competent Educators Through Critically Engaging in Service-Learning
An individual’s, beliefs, morals, values, attitudes, and ethics that play a part in one’s behavior towards other people.
Published in Chapter: Preparing Globally Competent Educators Through Critically Engaging in Service-Learning; From: Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
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Chapter 9
Modeling a Culturally Responsive Mindset: Strategies That Connect and Empower
The attitudes, values, and beliefs educators develop about their students based on familial and student interactions and prior biases.
Published in Chapter: Modeling a Culturally Responsive Mindset: Strategies That Connect and Empower; From: Designing Culturally Competent Programming for PK-20 Classrooms
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Chapter 24
Fostering the Disposition to Serve: The Value of First Year Service-Learning Experiences for Pre-Service Teachers
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Chapter 1
Rethinking the Curriculum to Reflect a Digital Age Model of Competencies, Dispositions, and Capabilities: Transforming Understandings of Teaching and Learning
The way that a person acts, not only professionally speaking but also personal and private beliefs that influence the ways that people behave and act.
Published in Chapter: Rethinking the Curriculum to Reflect a Digital Age Model of Competencies, Dispositions, and Capabilities: Transforming Understandings of Teaching and Learning; From: Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change
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Chapter 65
Expectations, Dispositions, and Experiences of International Graduate Students
Refer to students’ general approach towards their studies and incoming factors such as degree-seeking intention and attractiveness of the destination country.
Published in Chapter: Expectations, Dispositions, and Experiences of International Graduate Students; From: Handbook of Research on Education and Technology in a Changing Society
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Chapter 17
Emotional Intelligence: Preparing and Retaining Our Most Gifted Educators
Dispositions encompass the personality traits and inclinations to work effectively with children in an academic setting. This includes the attitudes toward teaching and learning, the ability to collaborate with others, and professional behaviors that demonstrate a high level of ethics.
Published in Chapter: Emotional Intelligence: Preparing and Retaining Our Most Gifted Educators; From: Identifying, Describing, and Developing Teachers Who Are Gifted and Talented
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Chapter 5
Teachers as Agents of Change: Unpacking EFL Lessons Through an Anti-Bias Lens
The National Council for Accreditation of Teacher Education defines teacher dispositions as professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities.
Published in Chapter: Teachers as Agents of Change: Unpacking EFL Lessons Through an Anti-Bias Lens; From: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
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