TY - JOUR
T1 - Bildung, Bildungsroman, and the Cultivation of Teacher Dispositions
AU - Kim, Jeong Hee
AU - Zimmerman, Aaron
N1 - Publisher Copyright:
© 2017 Taylor & Francis Group, LLC.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2017/7/3
Y1 - 2017/7/3
N2 - The cultivation of teacher dispositions is an important topic within contemporary discourses of teacher development. The construct of dispositions, however, is still in need of conceptual refinement. In this article, we use the philosophical theory of Bildung (the educating and forming of the self) to explore how the cultivation of dispositions and the manifestation of dispositions in one's teaching practice are functions of both professional and personal transformation. In particular, employing the methodological tool of narrative inquiry, we present a teacher who, while working on her master's degree, authored her own Bildungsroman (story of personal growth). Her narrative, we argue, powerfully illustrates how teachers are, in part, autonomous authors of their own growth. We conclude by arguing that narrative, hermeneutical, and post-qualitative methods of reflection present unique possibilities for the project of cultivating teacher dispositions in teacher education.
AB - The cultivation of teacher dispositions is an important topic within contemporary discourses of teacher development. The construct of dispositions, however, is still in need of conceptual refinement. In this article, we use the philosophical theory of Bildung (the educating and forming of the self) to explore how the cultivation of dispositions and the manifestation of dispositions in one's teaching practice are functions of both professional and personal transformation. In particular, employing the methodological tool of narrative inquiry, we present a teacher who, while working on her master's degree, authored her own Bildungsroman (story of personal growth). Her narrative, we argue, powerfully illustrates how teachers are, in part, autonomous authors of their own growth. We conclude by arguing that narrative, hermeneutical, and post-qualitative methods of reflection present unique possibilities for the project of cultivating teacher dispositions in teacher education.
UR - http://www.scopus.com/inward/record.url?scp=85021154476&partnerID=8YFLogxK
U2 - 10.1080/08878730.2017.1315624
DO - 10.1080/08878730.2017.1315624
M3 - Article
AN - SCOPUS:85021154476
VL - 52
SP - 235
EP - 249
JO - Teacher Educator
JF - Teacher Educator
SN - 0887-8730
IS - 3
ER -