A discussion regarding the similarities and differences between elementary and secondary school teachers.
Written in 2006; 3,003 words; 8 sources; MLA; $ 88.95
Paper Summary:
This paper researches and examines the similarities and differences in teaching disposition between elementary and secondary school teachers. The paper attempts to determine whether it requires a different type of personality to teach a certain age level, and if so, which disposition suits which age group and why it suits that age group.
Outline:
Objective
Introduction
I. A Disposition to Teach
II. National Association of Scholars - Dispositions Defined
III. Three Categories of Teacher Dispositions
IV. Early Childhood Education - Dispositions
V. Early Childhood Education Dispositions
V. Various Approaches for Assessing Teacher Disposition
VI. Which Disposition Best Suited to Elementary and To Secondary?
Summary and Conclusion
From the Paper:
"The teacher disposition is one that is either suited to teaching or one that is not suited to teaching. It cannot be truthfully stated that some teachers are better suited to elementary education while others are best suited to secondary education because of the fact that the disposition that is considered to be a good candidate for teaching will be a good candidate in whatever level of education that individual is placed. Management of the challenges that the classroom present requires that the teacher possess the disposition and the skills of analysis to experientially learn because there is not an instruction book comprehensive enough to ever prepare the teacher for everything that may arise. (Preparing New Teachers, 1995) As a matter of fact the teacher who is effective is one who engage in a critical practice and adopts a reflective posture in relation to their own practice through gathering evidence in assessing their own effectiveness. Effective teachers engage in critical practice, adopting a reflective posture with respect to their own teaching. They gather evidence about their effectiveness even involving others in gauging their own pedagogy (Joyce, 1990; Little 1992; as cited in Continuing Education, nd)"
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