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The intervention targeted eight focus dispositions with aligned strategies, drawing on surveys, interviews, meetings, and pedagogical documentation. Ethnographic content analysis produced three themes, illustrating legitimacy, experiential orientation, and intervention 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Dispositions in Initial Teacher Education: An Action Research Approach\u003Cbr>Qilong Zhang\u003Cbr>United Arab Emirates University\u003Cbr>Joanne Hayes\u003Cbr>Anglican Care Waiapu, New Zealand\u003Cbr>Rawhia TeHau-Grant\u003Cbr>Human Rights Commission, New Zealand\u003Cbr>Roberta Skeoch\u003Cbr>Toi Ohomai Institute of Technology, New Zealand\u003Cbr>Lois France\u003Cbr>Tertiary Education Union, New Zealand\u003Cbr>Ke Jiang\u003Cbr>The University of Auckland\u003Cbr>See next page for additional authors\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons |  |\n\nRecommended Citation  \nZhang, Q., Hayes, J., TeHau-Grant, R., Skeoch, R., France, L., Jiang, K., & Barnes, R. (2022) . Positioning Dispositions in Initial Teacher Education: An Action Research Approach. Australian Journal of Teacher Education, 47(4) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n4.3](http://dx.doi.org/10.14221/ajte.2022v47n4.3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss4/3](https://ro.ecu.edu.au/ajte/vol47/iss4/3)  \nPositioning Dispositions in Initial Teacher Education: An Action Research Approach  \nAuthors  \nQilong Zhang, Joanne Hayes, Rawhia TeHau-Grant, Roberta Skeoch, Lois France, Ke Jiang, and Ruth Barnes  \nThis journal article is available in Australian Journal of Teacher Education: [https://ro.ecu.edu.au/ajte/vol47/iss4/3](https://ro.ecu.edu.au/ajte/vol47/iss4/3)  \nPositioning Dispositions in Initial Teacher Education: An Action Research Approach  \nQilong Zhang  \nUnited Arab Emirates University, UAE  \nJoanne Hayes  \nAnglican Care Waiapu, New Zealand  \nRawhia TeHau-Grant  \nHuman Rights Commission, New Zealand  \nRoberta Skeoch  \nToi Ohomai Institute of Technology, New Zealand  \nLois France  \nTertiary Education Union, New Zealand  \nKe Jiang  \nThe University of Auckland, New Zealand  \nRuth Barnes  \nIsabel Henderson Kindergarten, Australia  \nAbstract: In spite of debate, ambiguity, and tension around teacher dispositions, in the past over two decades, the place of dispositions in initial teacher education (ITE) has been widely supported among  \npolicy makers and researchers. Specifically, debate on whether  \ndispositions are teachable has largely given way to action to foster  \ndispositions. Adopting a two-cycle participatory action research  \ndesign, this study explored ways to teach the first-year teacher  \ncandidates’ dispositions in an early childhood ITE programme in New Zealand. The intervention included eight focus dispositions and corresponding strategies to teach each focus disposition. Data  \ncollection methods included student self-assessment surveys,  \nindividual and focus group interviews with students and teaching  \nstaff, team meetings, and a variety ofpedagogical documentation.  \nEthnographic content analysis generated three themes: legitimacy of the intervention, experiential orientation of the intervention, and  \neffect of the intervention. The study exemplifies how dispositions  \nintervention can be incorporated in ITE programmes.  \nIntroduction  \nDispositions has been a topic that engenders a heated debate among teacher education researchers and practitioners (Borko et al., 2007; Ruitenberg, 2011), in particular, whether dispositions can be operationalised as observable traits and whether dispositions are malleable (Borko et al., 2007; Diez, 2007; Nelsen, 2015) . Over four decades ago, the status of dispositions in initial teacher education (ITE) was undecided, specifically, some “antireductionism” researchers were adamantly against the idea of introducing dispositions into teacher education because they believed that dispositions were not teachable (e.g., Salter & Crompton, 1980) . Meanwhile, some othe","cbCaimVbPpq4LvyW","https://ap.wps.com/l/cbCaimVbPpq4LvyW","pdf",305241,18,"English","# Abstract\n## Introduction\n## Understanding “Dispositions”","[{\"question\":\"What research approach does the study use to teach teacher candidates’ dispositions?\",\"answer\":\"The study adopts a two-cycle participatory action research design to explore how dispositions can be taught in an early childhood initial teacher education programme.\"},{\"question\":\"What does the intervention include and how are dispositions taught?\",\"answer\":\"The intervention includes eight focus dispositions and corresponding strategies for teaching each focus disposition, supported by multiple forms of documentation and evaluation.\"},{\"question\":\"What themes emerged from the data analysis?\",\"answer\":\"Ethnographic content analysis generated three themes: legitimacy of the intervention, the intervention’s experiential orientation, and the effect of the intervention.\"}]","Positioning Dispositions in Initial Teacher Education: An Action Research Approach | PDF",1792078475,45]