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What is Teacher Dispositions

Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices
Teacher beliefs, values, and attitudes about students from diverse ethnic and language backgrounds.
Published in Chapter:
Preventing Disproportionality in Special Education With Culturally-Responsive Teacher Preparation
Alpana Bhattacharya (Queens College and Graduate Center, CUNY, USA)
DOI: 10.4018/978-1-7998-7630-4.ch002
Disproportionality in special education is an ongoing concern in the United States. Often a mismatch between the cultural values and expectations of teachers and students places culturally diverse students at risk for special education. Such disproportionate placement then adversely affects academic achievement of culturally diverse students. This chapter describes pedagogical approaches for promoting cultural responsiveness of preservice teachers with regards to disproportionality in special education. First, differences across culturally diverse groups and interactions between environmental factors are reviewed. Thereafter, pedagogical approaches for advancing preservice teachers' cultural responsiveness are described. Next, risk factors related to culturally diverse students' disproportionate placement in special education are pinpointed, and instructional approaches for addressing disproportionality in special education are explained. Finally, recommendations and future research directions for addressing disproportionality in special education are highlighted.
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More Results
Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course
Teacher attitudes, beliefs, feelings, thoughts, and values about teaching and learning of diverse students in P-12 grade classes.
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Teaching and Learning to Communicate: Methods for Developing K-20 Students’ Presentation and Communication Skills
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. These positive behaviors establish a teacher’s professional demeanor and promote student learning and development.
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Understanding Teachers' Cultural Competencies: Supporting the Development of Teachers' Self-Awareness and Social Awareness
The actions, beliefs, characteristics and competencies exuded by teachers which reflect their capacity to be an educator.
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Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy
The professional comportments and ontological perspectives of educators. Of particular interest is how the dispositions of teachers’ impact their pedagogical acumen, ability to collaborate with colleagues, and, correspondingly, the educational environment of their placement.
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