Dispositional Tuning: Reflecting the Change


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Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.

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  • A few pictures to set the context of our work.
  • Slides 4 – 10 to introduce the dispositions
  • Slides 4 – 10 to introduce the dispositions
  • 11 – 13 – How the dispositions are taken up by student teacher and faculty associate, both informing each other.
  • How does helping others cause us as FAs to become more proficient in the dispositions.
  • What have I learned through my role as FA at SFU. – Me and my research and the impact doing this work has had on me and my selfhood as educator. Some of my favourite quotes that have spoken to me through the process.
  • This is where it shifts to the workshop participants
  • Dispositional Tuning: Reflecting the Change

    1. 1. Dispositional Tuning: Reflecting the Change Presented by: Dr. Vandy Britton (Program Coordinator) & Jonathan Vervaet (Faculty Associate) WestCAST 2014 – February 20th, 2014
    2. 2. What characteristics of mind / thought are most valuable in effective teachers?
    3. 3. Four Guiding Dipositions of Professional Programs at Simon Fraser University (Smith, 2004)
    4. 4. Pedagogical Sensitivity – understanding the primacy of the adult/child relationship, its ethical underpinnings, and its institutional forms.
    5. 5. Other Directedness – understanding the community basis to learning, the service orientation to teaching, and the requisite openness to diversity, difference, or otherness in education.
    6. 6. Reflective Capacity – understanding the ways and means of grasping the significance of teaching situations and events.
    7. 7. Critical Mindedness – understanding the problematic nature of teaching practice.
    8. 8. Pedagogical Sensitivity Other Directedness Reflective Capacity Critical Mindedness
    9. 9. Student Teacher Admissions & Hiring Faculty Associates
    10. 10. Multiple Perspectives: A Reflection on Experiences in the Professional Development Program
    11. 11. Interwoven Experiences Student Teachers & Faculty Associates
    12. 12. Personal Reflection and Reflexivity
    13. 13. Learning about, learning with, learning from.
    14. 14. Cognitive Dissonance: Disrupting the Integrity of Taken for Granted Assumptions.
    15. 15. The Ripple Effect of Helping New Teachers Become Proficient in the Dispositions
    16. 16. …in terms of the orientation of the PDP, "[r]eflection is seen as central...being viewed not as a generic disposition but as a primary organizing principle in the program's renewal.” Peter Grimmett (1995) "Inquiring into teacher education" in Collaborative research in teacher education: the SFU experience (pg. 165)
    17. 17. Research Question How will modeling critical mindedness and critical reflection lead me to a deeper awareness of my own educational assumptions, and support beginning teachers in making connections between a critical examination of theoretically informed, evidence based teaching practices and their own pedagogical understandings and emerging teaching paradigms?
    18. 18. A critical self awareness of our pedagogical assumptions
    19. 19. "Already we are disposed towards inquiry. It is all about cultivating mindfulness in the work we do. Certainly there is no point promoting a form of inquiry that merely places additional demands upon people's time and commitment; rather our intention should be to press beyond a reflective agenda that adds to the busywork of teachers and to encourage a bodily reflection that strives to articulate the meanings of the practices in which we are engaged, and in that articulation, further inform those practices.” - Stephen Smith Bearing of Inquiry...
    20. 20. “(t)hrough the development of the critical reflective capacity student teachers will be able to clearly articulate their teaching philosophies and begin to understand how an informed examination of practice can, and should be, a normative condition of teaching.” - Jonathan Vervaet
    21. 21. …in the face of educational change
    22. 22. me.
    23. 23. "I want to stay as close to the edge as I can without going over. Out on the edge you see all kinds of things you can't see from the center."
    24. 24. We learn by going where we have to go. - Rainer Maria Rilke
    25. 25. Relationships are all there is. Everything in the universe only exists because it is in relationship to everything else. Nothing exists in isolation. We have to stop pretending we are individuals who can go it alone. - M. Wheatley
    26. 26. Reflection in and of itself is not enough; it must always be linked to how the world can be changed” (Brookfield, 19 95)
    27. 27. Be the change you want to see in the world. - Mahatma Gandhi
    28. 28. How do we begin to define or shape our personal and professional identities through contemplating these dispositions?
    29. 29. In what ways do these dispositions play a role in how one defines what it means to ‘be teacher?’
    30. 30. Choose one of the dispositions that you connect with on a personal or professional level. Reflect on how this disposition might impact your personal or professional identity.
    31. 31. Pedagogical Sensitivity Other Directedness Reflective Capacity Critical Mindedness
    32. 32. Ticket Out the Door: An idea I want to inquire into / reflect on further is…