Öğretmen mizaçları olarak zihin alışkanlıkları: Türk öğretmenlerin önemli hayat deneyimlerini içeren anlatı analizinden içgörüler

This study investigates the role significant life experiences potentially contributed to the development of five Turkish teachers' dispositions as Habits of Mind. Further, the study examined how these significant life experiences may have influenced the participants' teaching practices. Narrative inquiry was the methodology and three in-depth interviews were conducted with each informant over the course of a year. The analysis of participants' narratives resulted in two categories for their significant life experiences: learning environments (family environment, school environment, neighborhood) and personal attributes (travelling, reading, professional development, spending time in nature, and hobbies). In an effort to relate these categories and their themes to dispositions as Habits of Mind, the researcher developed a conceptual framework. The conceptual framework used intelligent behaviors associated with Habits of Mind to relate the significant life experiences to relevant educational theories. The findings indicated that these life experiences potentially influenced participants' teaching practices in a positive manner. The researcher suggests that travelling, reading, professional development, spending time in nature, and having hobbies be emulated in teacher education programs in order to help pre-service teachers develop effective teaching dispositions and teaching practices. The conceptual framework can be used by teacher educators for monitoring and assisting pre-service teachers to develop effective dispositions as Habits of Mind.