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Effective or Wise?

Teaching and the Meaning of Professional Dispositions in Education

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Edited By Julie A. Gorlewski, David A. Gorlewski, Jed Hopkins and Brad J. Porfilio

In our work as educators, we all aspire to be effective. We also aspire to be wise. If teachers are to represent and advocate for education, we must become the stewards of a discourse that nurtures education’s possibilities. This book explores how teacher dispositions are defined, developed, cultivated, and assessed. The authors in the volume consider the various and interconnected ways in which educators’ values, beliefs, attitudes, and behaviors are performed and how these performances affect experiences and practices of learning. This text investigates complex questions, such as: How should teachers be? and Who should decide how teachers should be? In different ways, all the chapters in this book invite us into the work of reinvigorating educational discourse. The contributors contradict the idea that wisdom is the province of the lone genius who possesses knowledge that is obscure to the majority. Instead, they ask us all to participate in the necessarily collaborative endeavor of discourse stewardship in – as grand as it may sound – the pursuit of wisdom.

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T able of Contents Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii Tim Slekar Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Jed Hopkins, David Gorlewski, Julie Gorlewski, and Brad Porfilio Section 1: Myths, Lies, and Videotape Chapter One: Practicing in the Panopticon: Teaching and Learning in the Surveillance Media Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Julie Gorlewski, David Gorlewski, and Catherine Lalonde Chapter Two: The Myth of the “Fully Qualified” Bright Young Teacher: Using Haberman Star Teacher Pre-Screener to Teach and Assess Professional Dispositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Nicholas D . Hartlep, Sara Mccubbins and Grant B . Morgan Chapter Three: When the Obvious Isn’t True: What’s Really Wrong with Teacher Quality and Teacher Education? . . . . . . . . . . . . . . . . . . . . . . . 55 P . L . Thomas Chapter Four: Teach For America, the Neoliberal Alternative to Teacher Professionalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 T . Jameson Brewer and Anthony Cody Section Two: Imagination, Joy, and Wisdom Chapter Five: The Joy of Educating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Jed Hopkins Chapter Six: Seeking the Authentic: Inquiry and Dispositions, Teacher Candidates, and Ourselves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 By Pamela J . Hickey and Mary H . Sawyer Chapter Seven: The Big “O”: Occupying against Reductionism in Education Using Small and Sustained Actions . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Barbara Rose Chapter Eight: Ways of Being as an Alternative to the Limits of Teacher Dispositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Matthew J . Kruger-Ross Section Three: Practicing What We Teach Chapter Nine: Seeking Balance: Rethinking Who Decides the Role of Dispositions in Teacher Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Tim Mahoney and John Ward Chapter Ten: Professional Dispositions for Teacher Candidates: From Standardization to Wisely Effective Classrooms . . . . . . . . . . . . . . . . . . . . . . 197 Susan M . Dunkle and Kelly H . Ahuna Chapter Eleven: Teachers as Advocates for Democracy: Standardization of Public Education and Voter Participation...

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