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Measuring Quality in Teacher Education: Implementing a Dispositional Measurement System in a Teacher Education Program
Unformatted Document Text:  Measuring Quality in Teacher Education: Implementing a Dispositional Measurement System in a Teacher Education Program Section I: ContentStatement of the Issue The National Council for Accreditation of Teacher Education (NCATE) accreditation process for Colleges, Schools, and Departments of Education call for the implementation of standards and educational practices related to dispositions in teacher education programs. Theoretical frameworks and implementation strategies for the development of evaluation, assessment, and practices related to dispositional concepts are needed. The purpose of this paper is to describe a model that may be utilized to better implement instructional practices and measurement of dispositional concepts in teacher education programs. The model is based on an administrative view of the development of dispositional measurement practices applicable to teacher education programs. Literature Review The first component of the proposed model is the identification of dispositions. The identification of dispositions involves three related activities leading to the subsequent integration of dispositional instruction and measurement into the curriculum and conceptual framework. The three input activities that may occur simultaneously are: (a) review of the professional literature related to dispositions; (b) review of current state, professional, and accreditation requirements, and (c) review of current practices in the teacher education program and the clarification of the desires of the teacher education faculty for dispositions in the teacher education programs. There are many definitions of dispositions and related concepts. Gollnick (2001) provides one of the more common definitions. She defines dispositions as: “… the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth.” Many teacher education programs also define dispositions. For instance, dispositions are defined by the University of Minnesota-Duluth, Department of Education (2003) as “A habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor-these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others." D'Angelo (2001) describes dispositions as having three dimensions: character, teaching, and professional dispositions. D'Angelo believes that "character" dispositions include honesty, integrity, caring/empathy, work ethic/diligence, responsibility-personal/social, and accountability. Dispositions and related concepts have also been the subject of considerable study among educational researchers and theorists. The disposition of caring is a personal characteristic or disposition that many feel is essential when teaching children. According to Noddings (1992), caring is the process of helping another person to grow or actualize him/herself. Another disposition which has been researched is critical thinking. Jay Dee and Alan Henkin (2002) believe dispositions toward cultural diversity are an essential component of knowledge for teachers who work with ethnic and racial minorities. Dee and Henkin (2002) identify several aspects: Implement Diversity, which is an attitude in favor of introducing diversity in the curricula; Equity Beliefs, which is a

Authors: Smith, Robert Lee., Skarbek, Denise. and Parrish, Patricia.
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Measuring
Quality in Teacher Education: Implementing a Dispositional
Measurement System in a Teacher Education Program
Section I: Content
Statement of the Issue
The National Council for Accreditation of Teacher Education (NCATE)
accreditation process for Colleges, Schools, and Departments of Education call for the
implementation of standards and educational practices related to dispositions in teacher
education programs. Theoretical frameworks and implementation strategies for the
development of evaluation, assessment, and practices related to dispositional concepts are
needed. The purpose of this paper is to describe a model that may be utilized to better
implement instructional practices and measurement of dispositional concepts in teacher
education programs. The model is based on an administrative view of the development of
dispositional measurement practices applicable to teacher education programs.
Literature Review
The first component of the proposed model is the identification of dispositions.
The identification of dispositions involves three related activities leading to the
subsequent integration of dispositional instruction and measurement into the curriculum
and conceptual framework. The three input activities that may occur simultaneously are:
(a) review of the professional literature related to dispositions; (b) review of current state,
professional, and accreditation requirements, and (c) review of current practices in the
teacher education program and the clarification of the desires of the teacher education
faculty for dispositions in the teacher education programs.
There are many definitions of dispositions and related concepts. Gollnick (2001)
provides one of the more common definitions. She defines dispositions as: “… the
values, commitments, and professional ethics that influence behaviors toward students,
families, colleagues, and communities and affect student learning, motivation, and
development as well as the educator’s own professional growth.” Many teacher
education programs also define dispositions. For instance, dispositions are defined by the
University of Minnesota-Duluth, Department of Education (2003) as “A habitual
tendency or inclination. Disposition includes temperament, character, personality, nature,
demeanor-these nouns refer to the sum of traits that identify a person which include
frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that
give him/her individuality, especially in his/her relationships with others, exhibited
behaviors towards others." D'Angelo (2001) describes dispositions as having three
dimensions: character, teaching, and professional dispositions. D'Angelo believes that
"character" dispositions include honesty, integrity, caring/empathy, work ethic/diligence,
responsibility-personal/social, and accountability.
Dispositions and related concepts have also been the subject of considerable study
among educational researchers and theorists. The disposition of caring is a personal
characteristic or disposition that many feel is essential when teaching children.
According to Noddings (1992), caring is the process of helping another person to grow or
actualize him/herself. Another disposition which has been researched is critical thinking.
Jay Dee and Alan Henkin (2002) believe dispositions toward cultural diversity are an
essential component of knowledge for teachers who work with ethnic and racial
minorities. Dee and Henkin (2002) identify several aspects: Implement Diversity, which
is an attitude in favor of introducing diversity in the curricula; Equity Beliefs, which is a


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