Dispositional Tuning: Reflecting the Change

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Information about Dispositional Tuning: Reflecting the Change

Published on March 2, 2014

Author: jonathanvervaet

Source: slideshare.net


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.

Dispositional Tuning: Reflecting the Change Presented by: Dr. Vandy Britton (Program Coordinator) & Jonathan Vervaet (Faculty Associate) WestCAST 2014 – February 20th, 2014

What characteristics of mind / thought are most valuable in effective teachers?

Four Guiding Dipositions of Professional Programs at Simon Fraser University (Smith, 2004)

Pedagogical Sensitivity – understanding the primacy of the adult/child relationship, its ethical underpinnings, and its institutional forms.

Other Directedness – understanding the community basis to learning, the service orientation to teaching, and the requisite openness to diversity, difference, or otherness in education.

Reflective Capacity – understanding the ways and means of grasping the significance of teaching situations and events.

Critical Mindedness – understanding the problematic nature of teaching practice.

Pedagogical Sensitivity Other Directedness Reflective Capacity Critical Mindedness

Student Teacher Admissions & Hiring Faculty Associates

Multiple Perspectives: A Reflection on Experiences in the Professional Development Program

Interwoven Experiences Student Teachers & Faculty Associates

Personal Reflection and Reflexivity

Learning about, learning with, learning from.

Cognitive Dissonance: Disrupting the Integrity of Taken for Granted Assumptions.

The Ripple Effect of Helping New Teachers Become Proficient in the Dispositions

…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)

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?

A critical self awareness of our pedagogical assumptions

"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...

“(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

…in the face of educational change


"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."

We learn by going where we have to go. - Rainer Maria Rilke

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

Reflection in and of itself is not enough; it must always be linked to how the world can be changed” (Brookfield, 19 95)

Be the change you want to see in the world. - Mahatma Gandhi

How do we begin to define or shape our personal and professional identities through contemplating these dispositions?

In what ways do these dispositions play a role in how one defines what it means to ‘be teacher?’

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.

Pedagogical Sensitivity Other Directedness Reflective Capacity Critical Mindedness

Ticket Out the Door: An idea I want to inquire into / reflect on further is…

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