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Attitudes toward dispositions of teachers.

Article Excerpt
Abstract

Universities and colleges accredited by the National Council for the Accreditation of Teacher Education are facing the prospects of measuring dispositions related to teaching. Dispositions selected for teacher candidates at The University of West Alabama are characteristics desirable in K-12 candidates. This pilot study was designed to assess attitudes toward these dispositions. The sample consisted of preservice teachers, inservice teachers, administrators, and college/university professors. These participants completed the Survey of Dispositions of Inservice and Preservice Teachers (SDIPT). Results indicated that attitudes toward dispositions did not vary as a function of the demographic characteristics. Implications are discussed.

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In recent years, dispositions toward teaching have become important in the education of teacher candidates. The National Council for Accreditation of Teacher Education (NCATE, 2002) and the Interstate New Teachers Assessment and Support Consortium (INTASC, 1992) have promoted the concept of dispositions as essential to highly qualified teachers' success in the classroom. Colleges of Education have become the center of promotion and assessment of dispositions toward teaching, as well as the production of teachers who are skilled in content areas and pedagogy. The implications for such assessment of dispositions are profound, since this area is by nature subjective and is often dictated by personal philosophies. There are specific problems that exist for an assessment of dispositions; one is, of course, bias. In order to prevent possible bias in the assessment of dispositions, it is necessary to consider the nature of dispositions, the definition of disposition, and the best way to measure selected dispositions objectively.

This study examined the selected dispositions of a College of Education (COE) at a small university in west Alabama. Through a committee process the COE selected 11 dispositions expected of teacher candidates who graduate from any degree program related to education. These dispositions included:

* Collaborates with peers, supervisors, parents, students, and others;

* Applies knowledge and pedagogy, including technology, in all teaching areas and promotes achievement among P-12 students;

* Demonstrates inquiry by posing questions and thinking critically when planning and making other decisions;

* Reflects by thoughtfully examining conditions, attitudes, and educational practices which may enhance or impede student achievement;

* Responds to the needs of all learners by respecting the individuality of each student and planning instructional activities to maximize each student's achievement;

* Exhibits professionalism which embodies a strong commitment to on-going professional development, ethical conduct, and student advocacy;

* Demonstrates reliability by completing assignments, duties, and tasks on time;

* Communicates with confidence and clarity;

* Demonstrates confidence in the students' abilities to succeed and routinely communicates high expectations;

* Exhibits enthusiasm and compassion; and

* Is technologically proficient.

Selection of these dispositions was based on...

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