Revisiting Disposition Assessment in Teacher Education: Broadening the Focus

Autor/inn/en	Jung, Eunjoo; Rhodes, Dent M.
Titel	Revisiting Disposition Assessment in Teacher Education: Broadening the Focus
Quelle	In: Assessment & Evaluation in Higher Education, 33 (2008) 6, S.647-660 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Personality; Teacher Attitudes; Preservice Teacher Education; Preservice Teachers; Evaluation; Personality Traits; Educational Strategies; Educational Experience; Beliefs; Educational Environment; Work Ethic; Higher Education; United States + Suchen Sie Ihr Suchwort? Personalität; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Evaluierung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lehrstrategie; Bildungserfahrung; Belief; Glaube; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeitsethos; Hochschulbildung; Hochschulsystem; Hochschulwesen; USA
Abstract	Today's teacher education programmes across the world strive to equip future teachers with the high-quality knowledge, skills and dispositions necessary to teach students. The assessment of teacher dispositions has thus become essential to cultivate those qualities. However, the current approach to disposition assessment in the United States focuses on personal characteristics and character-related dispositions and is frequently used as a sorting device to identify those who appear to be inadequately disposed to teaching. Expanding on earlier work by the author and colleagues, this paper examines the issue of whether more efforts should be made to incorporate elements to assess competence-related dispositions in conjunction with the character-related dispositions across assessment tools and, if so, how this could be accomplished. In addition, this paper will clarify some dispositional concepts and terms used interchangeably that actually differ from one another and can confuse the consistency of disposition assessment. Finally, a framework for assessing technology disposition as an example of competence-related disposition and for broadening the focus of disposition assessment is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10