Eric.ed.gov – A Picturesque View of Dispositions, Autonomy, and Efficacy during the Educational Preparation of Early Childhood Educators

The intent of this qualitative study was to examine pre-service teachers’ growing awareness of the role dispositions and autonomy play in the classroom and the implications these constructs have for teaching and learning. Teacher candidates’ written reflections and focus group statements revealed three robust emergent themes: engagement, empowerment, and meaning making. When taking a wide lens view, these robust emergent themes nurtured certain dispositions, autonomy, and teaching efficacy. Teaching strategies such as the project approach (adult-oriented and with children) and the construction of math games were considered valuable assignments that strengthened a variety of dispositions by providing on-going opportunities for teacher candidates to engage in experiences that promoted autonomous thinking and actions during their preparation program. Teaching efficacy emerged as a related construct and became an integral component of this study. As teacher educators help pre-service teachers wrap their minds around the sometimes illusive dispositions construct, this study suggests that autonomy and efficacy should be included in this effort. In so doing, these constructs provide a meaningful foundation upon which teacher candidates can build and apply teaching and learning theories. Focus Group Interview Questions are appended. (Contains 5 tables.)