Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Executive Summary

Teacher Professional Dispositions: Much Assemblage Required

by Kathryn Strom, Jason Margolis & Nihat Polat - 2019

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
Purchase this Article
Purchase Teacher Professional Dispositions: Much Assemblage Required
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 121 Number 11, 2019, p. 1-28
https://www.tcrecord.org ID Number: 22813, Date Accessed: 5/29/2020 12:44:05 AM
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Kathryn Strom
    California State University, East Bay
    E-mail Author
    KATHRYN STROM is an assistant professor of Educational Leadership at California State University, East Bay. Her research focuses on preparing educators to work for social justice in classrooms and school systems and putting posthuman/materialist theories to work in educational research. Recent publications include “Non-linear negotiations: Hybridity and first-year teaching practice” (Teacher Education Quarterly, 2018) and “Clinging to the edge of chaos: The emergence of novice teacher practice” (Teachers College Record, 2018). She is also the co-author of the book Becoming-Teacher: A Rhizomatic Look at First-Year Teaching (Sense, 2017).
  • Jason Margolis
    Duquesne University
    E-mail Author
    JASON MARGOLIS is a Professor of Education at Duquesne University in Pittsburgh, PA. His research focuses on the intersection of teacher professional development, teacher leadership, and efforts to change schools. Recent publications include "The missing link in teacher professional development: student presence" (Professional Development in Education, 2017) and "Self study research as a source of professional development within a school of education" (Teaching, Learning, and Enacting of Self-Study Methodology, 2018).
  • Nihat Polat
    Duquesne University
    E-mail Author
    NIHAT POLAT is a professor and associate dean for Graduate Studies and Research in the School of Education at Duquesne University. He has three research tracks. The first track includes his work on second language learning, teaching, and assessment. The second area focuses on teacher education, while the last area concerns the education of immigrant populations and English learners. His most recent work includes a co-authored book entitled Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today’s Classrooms (2017, Rowman & Littlefield) and “Developing Preservice Teachers’ Self-Efficacy and Knowledge through Online Experiences with English Language Learners” (2018, Language and Education).
Member Center
In Print
This Month's Issue