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Reconsidering Disposition Assessment in Teacher Education: Moving Beyond
Unformatted Document Text:  Reconsidering Teacher Disposition This study will significantly contribute to our efforts in explaining teacher dispositions through measurable psychological constructs such as attitudes, beliefs, predispositions, motivational beliefs, and self-concepts, to list only a few. Teacher educators thus will be able to use such components suggested through this study for explanation, assessment, prediction, and cultivation of desirable dispositions. Teacher educators indeed need to strive together to move forward and beyond our current and prevalent disposition assessment approach. Through this study, I suggest and envision that, in the near future, the concepts of various desirable dispositions, both competence-related and character-related, be conceptualized enough to assess and ultimately cultivate, and related studies for the models for the other dispositions be followed. D. Relevance Through proposing and verifying the concept of technology disposition and examining a measure of technology disposition of teacher education students, this quantitative study provides a picture on a competence- related disposition. This study will provide teacher educators a better understanding and insights in preparing their students to be qualified and technologically disposed professionals in alignment with the standards requirements for and tomorrow’s educational contexts. E. Implication for Action Based upon the framework and the findings of this study, a few recommendations for cultivating technology disposition in future teachers are provided below: • The importance of technology should be stressed frequently and intensely throughout the curriculum • Future teachers should see successful role models continuously for adopting technology • Numerous technology literacy and integration classes, and other forms of technology education need to be included in the curriculum- to make them competent and perceive themselves technologically competent • Future teachers should be exposed to the experiences which repeatedly connect the value of technology with their career, which enable them to see and to experience the value of using technology and living with technology, which let them frequently use technology for their learning, problem solving, and future instruction • Since education significantly increased competence level and disposition measures, future teachers need to acquire more experiences in technology • Since there is no statistically significant differences in technology competence level in terms of age or gender, female and older students should be strongly encouraged to use technology without fear of failure • Since the main difference in the technology disposition score was due to the male students’ stronger self-confidence level toward technology, teacher educators should pay attention for female students to be more self-confident through repeated exposures to the technology experience Section II: Outcomes and Methods A. Learner/participant outcomes Participants will acquire information on the process used by the presenter in assessing technology disposition of teacher education students and in developing and testing conceptual model of a competence-related disposition in a sample of teacher education students. The participants will share an illustration of how a model for a competence- related disposition such as technology disposition can be developed for the assessment as well as how national, state, and institutional standards can possibly be translated into the expected performance behaviors 2

Authors: Jung, Eunjoo.
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Reconsidering Teacher Disposition
This study will significantly contribute to our efforts in explaining teacher dispositions through
measurable psychological constructs such as attitudes, beliefs, predispositions, motivational
beliefs, and self-concepts, to list only a few. Teacher educators thus will be able to use such
components suggested through this study for explanation, assessment, prediction, and cultivation
of desirable dispositions. Teacher educators indeed need to strive together to move forward and
beyond our current and prevalent disposition assessment approach. Through this study, I suggest
and envision that, in the near future, the concepts of various desirable dispositions, both
competence-related and character-related, be conceptualized enough to assess and ultimately
cultivate, and related studies for the models for the other dispositions be followed.
D. Relevance
Through proposing and verifying the concept of technology disposition and examining a measure
of technology disposition of teacher education students, this quantitative study provides a picture
on a competence- related disposition. This study will provide teacher educators a better
understanding and insights in preparing their students to be qualified and technologically
disposed professionals in alignment with the standards requirements for and tomorrow’s
educational contexts.
E. Implication for Action
Based upon the framework and the findings of this study, a few recommendations for cultivating
technology disposition in future teachers are provided below:
The importance of technology should be stressed frequently and intensely throughout the
curriculum
Future teachers should see successful role models continuously for adopting technology
Numerous technology literacy and integration classes, and other forms of technology
education need to be included in the curriculum- to make them competent and perceive
themselves technologically competent
Future teachers should be exposed to the experiences which repeatedly connect the
value of technology with their career, which enable them to see and to experience the
value of using technology and living with technology, which let them frequently use
technology for their learning, problem solving, and future instruction
Since education significantly increased competence level and disposition measures,
future teachers need to acquire more experiences in technology
Since there is no statistically significant differences in technology competence level in
terms of age or gender, female and older students should be strongly encouraged to use
technology without fear of failure
Since the main difference in the technology disposition score was due to the male
students’ stronger self-confidence level toward technology, teacher educators should pay
attention for female students to be more self-confident through repeated exposures to the
technology experience
Section II: Outcomes and Methods
A. Learner/participant outcomes
Participants will acquire information on the process used by the presenter in assessing
technology disposition of teacher education students and in developing and testing conceptual
model of a competence-related disposition in a sample of teacher education students. The
participants will share an illustration of how a model for a competence- related disposition such as
technology disposition can be developed for the assessment as well as how national, state, and
institutional standards can possibly be translated into the expected performance behaviors
2


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