Teacher As Reflective Problem Solver

Disposition Goals

The development and refinement of a prospective teacher's reflective disposition is a fundamental concern of our teacher education program.   Our commitment to the development of reflective dispositions is strongly indicated by the use of both the terms "willingness" and "capacity" in the statement of Program Goals and Student Outcomes .   Willingness means the demonstrated commitment to continual professional development to become a TEACHER AS REFLECTIVE PROBLEM SOLVER.   Capacity means demonstrating the ability to achieve professional and pedagogical goals.  

Reflection is an innate human capacity.   We seek to amplify that dimension of human ability so it becomes a conscious tool for effective teaching/learning.   Candidates demonstrate the capacity to reflect on the day-to-day aspects of teaching/learning; to decide whether or not a teaching/learning activity achieves the purposes of a sound education; and to judge how this experience relates to the larger issues of democracy, justice, and equity in our multicultural society.   The degree to which teacher candidates demonstrate a reflective disposition is assessed on the basis of the following criteria:

The candidate

1. Demonstrates the willingness and capacity to practice teaching/learning from our model's thematic structure: Action, Interpretation, and Critical Reflection;
2. Demonstrates the willingness and capacity to continuously engage in self-analytical and self-reflective processes for professional development;
3. Demonstrates the willingness and capacity to engage in critical discourse about education issues;
4. Displays respect for individual dignity and diverse learning orientations of all students;
5. Demonstrates a commitment to excellence in academics and practical teaching/learning experiences;
6. Demonstrates the willingness and capacity to assume personal responsibility for professional development.

These goals are based in part on the works of Belenky, et al 1986; Calderhead, 1992; Carr & Kemis, 1986; Clift, et al 1990; Cochran, et al 1993, Dewey, 1944; Giroux, 1988; Goodman, 1984; Liston & Zeichner, 1991; Nieto, 1992; Schon, 1984; Sleeter, 1991; Valli, 1992; Van Mannen, 1987; and Walsh, 1991.