ABSTRACT

Teacher dispositions are important to teacher education. Although research recognizes the importance of context and experience in shaping pre-service teachers’ dispositions, the relationship between them and dispositions needs to be conceptualized and elucidated. This paper draws on Vygotsky’s concept of perezhivanie to develop an integrative framework for analysing the development of teachers’ dispositions within social situations. It illustrates the value of this framework by showing how pre-service teachers’ dispositions have been changing in relation to different contexts of practical teaching experience. Data included individual interviews, reflection journals and teaching resources from 11 pre-service teachers during two practicums. The detailed cases of two pre-service teachers are used to illustrate how the main elements of their dispositions — sensitivity, agency and inclination — are mediated by their perezhivanie and interact with each other and specific social situations.

摘要

教师素质对于教师教育非常重要。尽管研究认识到背景和经验在塑造职前教师性格方面的重要性，但它们与性格之间的关系需要概念化和阐明。本文借鉴维果茨基的 Perezhivanie 概念，开发了一个综合框架来分析教师性格在社会情境中的发展。它通过展示职前教师的性格如何随着实际教学经验的不同背景而发生变化，从而说明了该框架的价值。数据包括 11 名职前教师在两次实习期间的个人访谈、反思日志和教学资源。