Abstract
This longitudinal case study followed new teachers from one small undergraduate pre-service program into the first years of teaching. The researcher’s initial study (Hughes, 2014) examined dispositional awareness and development of participants using personal interview data from program graduates, interview data from program faculty, and archived course artifacts. The current study extends the research and shines a light on dispositional development from pre-service through the fourth year of teaching. Using personal interviews, a focus group meeting, and archived course artifacts, the study affirms the significance of dispositions in pre-service preparation and professional practice. The study validates that participants carry dispositional awareness into the fourth year of teaching and also reveals a variety of strategies that new teachers use to grow dispositions. Of significance is the finding that new teachers require a set of dispositional practices for career longevity. This finding exposes the need for increased professional development opportunities related to dispositions during and beyond the first years of teaching.
Recommended Citation
Hughes, M. C. (2018). Dispositions: Real-Time Active Practice. International Christian Community of Teacher Educators Journal, 13(2).