Significant Issues in Defining and Assessing Teacher Dispositions

Autor/inn/en	Welch, Frances C.; Pitts, Robert E.; Tenini, Kristine J.; Kuenlen, Michael G.; Wood, Sarah G.
Titel	Significant Issues in Defining and Assessing Teacher Dispositions
Quelle	In: Teacher Educator, 45 (2010) 3, S.179-201 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
Schlagwörter	Preservice Teacher Education; Social Values; Teacher Characteristics; Knowledge Base for Teaching; Teaching Skills; Correlation; Preservice Teachers; Teacher Effectiveness; Cooperating Teachers; Internship Programs; Teacher Attitudes; Student Teacher Attitudes; Rokeach Value Survey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Sozialer Wert; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Berufspraktische Ausbildung; Lehrerverhalten
Abstract	Teacher preparation programs are required by the National Council for Accreditation of Teacher Education (NCATE) to assess the knowledge, skills, and dispositions of teacher candidates. Dispositions and the personal values that support them are defined differently by NCATE and other experts in the fields of education and business. In order to better understand dispositions the researchers examined the relationships between the personal values and dispositions of teacher candidates and successful teachers. Using the Rokeach Value Scale, results showed significant relationships between values and dispositions for teacher candidates and successful teachers. (Contains 13 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10