This book explores how teacher dispositions are defined, developed, cultivated, and assessed. The authors in the volume consider the various and interconnected ways in which educators’ values, beliefs, attitudes, and behaviors are performed and how these performances affect experiences and practices of learning.

Contents: Julie Gorlewski/David Gorlewski/Catherine Lalonde: Practicing in the Panopticon: Teaching and Learning in the Surveillance Media Culture – Nicholas D. Hartlep/Sara Mccubbins/Grant B. Morgan: The Myth of the «Fully Qualified» Bright Young Teacher: Using Haberman Star Teacher Pre-Screener to Teach and Assess Professional Dispositions – P. L. Thomas: When the Obvious Isn’t True: What’s Really Wrong with Teacher Quality and Teacher Education? – T. Jameson Brewer/Anthony Cody: Teach For America, the Neoliberal Alternative to Teacher Professionalism – Jed Hopkins: The Joy of Educating – Pamela J. Hickey/Mary H. Sawyer: Seeking the Authentic: Inquiry and Dispositions, Teacher Candidates, and Ourselves – Barbara Rose: The Big «O»: Occupying against Reductionism in Education Using Small and Sustained Actions – Matthew J. Kruger-Ross: Ways of Being as an Alternative to the Limits of Teacher Dispositions – Tim Mahoney/John Ward: Seeking Balance: Rethinking Who Decides he Role of Dispositions in Teacher Evaluation – Susan M. Dunkle/Kelly H. Ahuna: Professional Dispositions for Teacher Candidates: From Standardization to Wisely Effective Classrooms – Shelley J. Pineo-Jensen: Teachers as Advocates for Democracy: Standardization of Public Education and Voter Participation – Jacquelyn Benchik-Osborne: CSFE Principles: Wise and Effective Mechanisms to Translate Social Foundations Content to K-12 Classroom Practice – Kate E. O’Hara: Urban Teachers and Technology: Critical Reflections in the Age of Accountability.