International Portal of Teacher Education
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Search results for: Habits and skills
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In this paper, the authors argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues).
Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work.
To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, the authors propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers.
They provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.
Published: 2017
Updated: Sep. 12, 2019
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Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can Dewey’s epistemology be extended to learning theories in a manner that informs the making of teaching conduct more intelligent?
To address this question, the authors applied qualitative content analysis to review the literature. Through a deductive approach, dispositions as Habits of Mind were related to educational theories using intelligent behaviors as the common denominator.
The authors conclude that dispositions can be clustered around Habits of Mind that are related directly to educational learning theories vis-à-vis thoughtfulness, and to learning theories that support learning or mindfulness. Grounding dispositions as habits of mind in selected educational theories may guide and support the professional development of teaching dispositions.
Published: 2019
Updated: Jun. 06, 2019
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This study examined the relationship between the past and current reading habits of pre-service teachers in relation to their reading and writing abilities. Teacher candidates who received higher scores on the comprehension subtest of the Nelson-Denny Reading Test recalled a higher degree of early school emphasis on enjoying stories and mastering reading skills, frequent childhood visits to the library, frequently being read to as a child and a higher degree of enjoyment associated with reading.
Published: 2010
Updated: Dec. 26, 2010