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Abstract of proposed session
This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings indicate a connection between dispositions and instructional practices; however, nuances existed between the components of culturally relevant pedagogy.
Keywords
Pre-service teachers' dispositions, Mathematics instructional practices, Elementary preservice teachers, Accelerated program, Culturally relevant pedagogy
Recommended Citation
Lemons-Smith, Shonda, "Paper 5: Preservice Teachers’ Disposition Self-Appraisals: Is There a Connection to Mathematics Instructional Practices?" (2008). Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference. 6.
https://digitalcommons.georgiasouthern.edu/gamte/2008/proceedings/6
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Paper 5: Preservice Teachers’ Disposition Self-Appraisals: Is There a Connection to Mathematics Instructional Practices?
This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings indicate a connection between dispositions and instructional practices; however, nuances existed between the components of culturally relevant pedagogy.
