Thinking dispositions as a resource for resilience in the gritty reality of learning to teach

The Australian Educational Researcher - Tập 46 - Trang 589-605 - 2019
Amanda McGraw1, Sharon McDonough1
1School of Education, Federation University Australia, Mt Helen, Australia

Tóm tắt

While there is agreement that dispositions and resilience enable teachers to negotiate the complexities of teaching, how we support pre-service teachers (PSTs) to activate and understand the nature of dispositions and resilience is less clear. This narrative inquiry, conducted at a regional university in Australia, examines ways thinking dispositions act as personal resources to enable PSTs to develop resilience and negotiate the reality of teaching. In this paper, we examine a teaching and learning experience in an initial teacher education program where PSTs engage with complexities associated with planning, teaching and assessment. Drawing from semi-structured interviews, we construct and examine PSTs’ narratives and identify the foundational influence of people-centred thinking. We also identify the central role of reflective and strategic thinking in enabling resilience. Finally, we argue that school/university partnership initiatives in teacher education provide opportunities to focus on dispositions associated with resilience.

Tài liệu tham khảo

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