An Examination of the Relationship between a Candidate's Disposition Assessments from Admission to the Program to Completion of the Program

Autor/in	Seay, Darolyn
Titel	An Examination of the Relationship between a Candidate's Disposition Assessments from Admission to the Program to Completion of the Program
Quelle	(2017), (90 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-6826-1
Schlagwörter	Hochschulschrift; Dissertation; Statistical Analysis; Teacher Education Programs; Student Teaching; Pretests Posttests; Preservice Teachers; Preservice Teacher Education; Time to Degree; Student Attitudes; Personality; Nebraska + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Statistische Analyse; Teaching practice; Unterrichtspraxis; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Personalität
Abstract	The research focused on clarifying the responsibility of the institution preparing these individuals including but not limited to: identifying dispositions of successful teachers, evaluating those dispositions in teacher education candidates going into education, developing dispositions standards, and evaluating candidate dispositions as they progress through the program. The purpose was to develop candidates who possess those dispositions that will make them successful in the classroom and what to do about those candidates who do not possess those dispositions. The study focused on examining candidates' perceptions of their own dispositions and if those dispositions changed as they progressed through the teacher education preparation program. The quantitative research included ANOVA to test for statistical significance between the self-perceptions of candidates' dispositions from the beginning of their teacher preparation program to the conclusion of their program. The participants were all students admitted into the school of education who also completed their program of study prior student teaching in a small college in southeastern Nebraska. Three statements were chosen from the candidate disposition self-assessment survey, as those most closely aligned with the requirements of the accrediting bodies that work with the teacher education program. ANOVA was calculated on the pretest/posttest survey results for 95 candidates on all three statements. For statement 7, the p-value was 0.031747 and the difference was significant at p < 0.05; for statement 13, the p-value was 0.00002 and the difference was significant at p < 0.05; and for statement 14, the p-value was 0.009726 and the difference was significant at p < 0.05. Further research was recommended to: add a third survey at the half way point of the teacher candidates' education program to identify any concerns during the process; implement other strategies/opportunities to assess teacher education candidates' dispositions; develop an intervention/remediation process for candidates who do not assess well; provide opportunities for candidates' to reflect on their own dispositions to identify areas that may need to be strengthened; compare students self-perceptions of dispositions to faculty and practicum supervisors perceptions of disposition development; and continue to develop and improve the disposition process implementing a more systematic approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01