Dispositions as Habits of Mind provides opportunities for candidates in teacher education programs, which focus on nurturing and assessing dispositions, to see the habits of mind for making professional conduct more intelligent, practice them, and receive feedback about their performance. Some scholars have pointed out that the rush by many teacher education programs to meet accreditation mandates with regard to "dispositions" has generated a host of measures for assessing dispositions and very little focus on programs first establishing some conceptual understanding of the construct, and then teaching candidates about dispositions. This work on dispositions highlights the serious effort to help teachers and other professional school personnel to form habits and use them as active means in making their professional conduct more effective and intelligent.

By Erskine S. Dottin

Chapter 1 Foreword
Chapter 2 Preface
Chapter 3 Acknowledgments
Chapter 4 Introduction
Chapter 5 Chapter 1: Dispositions as Active Means-Habits
Chapter 6 Chapter 2: Making Professional Conduct More Effective
Chapter 7 Chapter 3: Cultivating Dispositions/Habits of Mind through Means of Inquiry
Chapter 8 Chapter 4: Enhancing Reflective Intelligence in a Graduate Social Foundations of Education Course
Chapter 9 Chapter 5: Enhancing Reflective Intelligence in a Graduate Social Foundations of Education Course: The Sessions
Chapter 10 Chapter 6: Gaining Insight about Enhancing Habits of Mind from Candidates' Reflections and Self-Evaluations
Chapter 11 Chapter 7: Lessons Learned from Experience
Chapter 12 Appendixes
Chapter 13 Bibliography
Chapter 14 Index
Chapter 15 Author's Biographical Sketch