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Abstract

Dispositions are undisputedly crucial for teaching success and academic achievement, but what are they and which ones are most important for candidates to develop before student teaching? Can we identify, define, influence or assess dispositions for a common language among all stakeholders in teacher education? In order to find out if stakeholders from 30 certification areas share common definitions of essential teacher dispositions, and whether their range of opinions can be reduced to major constructs, we surveyed faculty and staff in 30 NCATE-accredited certification programs housed in three colleges of a large public comprehensive university. This article presents the qualitative and quantitative findings in the first phase of the study, in which we identify subscales and refine the instrument.

DOI

10.15760/nwjte.2012.10.1.9

Persistent Identifier

http://archives.pdx.edu/ds/psu/25297

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