This mixed methods, case study research examined the teacher education program at Illinois State University (ISU-Normal, Illinois) as related to the views and assessment practices of the dispositions of its teacher candidates. Five years of quantitative and qualitative data from ISU’s Disposition Concern form was collected and analyzed currently and formulated the basis for a sequential qualitative study through interviews in order to gain a more holistic picture of dispositions and the dispositional process at this university. In teacher education, content knowledge and pedagogical skills are easier to teach and assess than the subjective nature of dispositions. This grounded theory study found that the very system that views and assess dispositions of teacher candidates may augment the subjectivity of dispositions and its essentials for “responsive” (Thornton, 2006) teaching which systematically should include clear definitions, assessment practices, communication, and support for both faculty/staff and students.
|Advisor:||Mertens, Steven B.|
|Commitee:||Latham, Nancy, Meyer, Barbara B.|
|School:||Illinois State University|
|Department:||Curriculum and Instruction / Teaching and Leading|
|School Location:||United States -- Illinois|
|Source:||DAI-A 75/01(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Teacher education|
|Keywords:||Disposition, System, Teacher candidates|
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