Undergraduate Dispositions and Discipline: Addressing the Strength of Dispositions Policy in Individual University of Maine System Undergraduate Education Programs
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Date
2014
Authors
Advisor
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Journal Title
Journal ISSN
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Publisher
Wydawnictwo Naukowe UAM
Title alternative
Kształcenie dyspozycji przyszłych nauczycieli w programach edukacyjnych publicznych uniwersytetów w Maine
Abstract
Undergraduate student dispositions in the field of education are of prime concern to faculty and
other professionals in the field. Just as medical professionals are expected to display appropriate
“bedside manner”, undergraduate teacher candidates are expected to develop dispositions and
professional understandings that are observed in the field. Skills such as interpersonal communication
with parents, children, site faculty and administration, along with timely written communication,
attire, mannerism, planning, problem-solving, etc. are just a few examples of the skill sets that
university education programs expect students to develop before graduation. A common problem
for university education programs is that teaching dispositions to teacher candidates requires appropriate
context. It is difficult to teach a student how to " scommunicate with parents” without
having access to such groups.
In this writing, I plan to first explore the basis around which dispositions and discipline policies are
crafted. Following that, using a framework suggested by Kaplin and Lee (Law of Higher Education,
2007), I will review dispositions policy contained in student teacher handbooks developed by the
University of Maine System in terms of the strength of the language included.
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Keywords
University of Maine System, university education programs, teacher candidates
Citation
Studia Edukacyjne, 2014, nr 32, s. 375-386
ISBN
978-83-232-2837-0