Transforming the Embodied Dispositions of Pre-Service Special Education Teachers

Autor/inn/en	Fellner, Gene; Kwah, Helen
Titel	Transforming the Embodied Dispositions of Pre-Service Special Education Teachers
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 6, S.520-534 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2017.1422291
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Special Education; Student Teacher Attitudes; Attitude Change; Learning Activities; Communication Strategies; Masters Degrees; Protocol Analysis; Protocol Materials; Nonverbal Communication; Teaching Methods; New York + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Attitudinal change; Einstellungsänderung; Lernaktivität; Kommunikationsstrategie; Unterrichtsprotokoll; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teacher education programs seek to foster dispositions that welcome student differences in race, culture, language and ability. However, pre-service teachers' dispositions are difficult to transform because they tend to be aligned with the field of schooling where differences are punished or excluded. This study examines an activity for transforming pre-service teachers' communicative habitus that was inspired by Bourdieu's theory that habitus or dispositions are unconsciously embodied and therefore require a bodily counter-training for change. The activity instructed 17 pre-service Special Education teachers to communicate an experience through sound alone rather than words in order to challenge teachers' deeply embodied communicative norms and open them up to the possibilities of non-normative communication. Follow up discussions, written reflections and videotaped think-alouds provided opportunities for explicit pedagogy and reflection. In this article, we discuss findings and implications from a recent implementation of this activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01