Identifying Dispositions That Matter: Reaching for Consensus Using a Delphi Study

Bair, Mary Antony

doi:10.1080/08878730.2017.1315475

Cited by 24 publications

(8 citation statements)

References 19 publications

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“…Empathy has been defined as the ability to identify what someone else is thinking or feeling and respond to those thoughts and feelings with an appropriate emotion [ 13 ]. Empathy, a quality considered desirable in a teacher, is a key educational resource for achieving social justice [ 14 , 15 ]. The empathy-altruism hypothesis argues that a person’s empathy can positively predict their prosocial behavior, including their ability to be fair [ 16 ].…”

Section: Literaturementioning

confidence: 99%

Empathy and teachers’ fairness behavior: The mediating role of moral obligation and moderating role of social value orientation

et al. 2022

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This study examined the mediating effect of moral obligation and moderating effect of social value orientation on the relationship between empathy and fairness behavior in Chinese teachers. Seven hundred and twenty-six Chinese teachers completed self-reported questionnaires regarding empathy, moral obligation, social value orientation, and fairness behavior. The results revealed that moral obligation mediated the link between empathy and teachers’ fairness behavior. Teachers’ social value orientation moderated the associations between empathy and moral obligation and moral obligation and fairness behavior. The associations between empathy and moral obligation and moral obligation and fairness behavior were more robust for those with high SVO scores (i.e., prosocial). This study identified the critical factors associated with teachers’ fairness behavior, supplying empirical support for existing theories and providing practical implications for interventions designed to improve Chinese teachers’ classroom environment.

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Section: Literaturementioning

confidence: 99%

Empathy and teachers’ fairness behavior: The mediating role of moral obligation and moderating role of social value orientation

et al. 2022

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“…Survey items were developed through a review of relevant literature regarding best practices on building teacher evaluation instruments, national professional teaching standards, and existing assessment tools of pre-service teacher professionalism, dispositions, and caring-teaching skills (Bitner & Kratzner, 1995;National Board for Professional Teaching Standards, 2016;CAEP, 2019;Nowak-Fabrykowski, 2011;Poole & Wessner, 2003;Schulte et al, 2004;Singh & Stoloff, 2008). In addition, care was taken to measure dispositions rather than other teacher characteristics related to knowledge and skills (Bair, 2017). Bitner and Kratzner (1995) raise important criteria such as that scale items should be clearly related to student learning and should be stated positively and in overtly behavioral terms to assist with reliable measurement of constructs.…”

Section: Survey Developmentmentioning

confidence: 99%

Assessment of Pre-Service Teacher Dispositions

Bradley¹,

Isaac²,

King³

2020

Excelsior: Leadership in Teaching and Learning

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Measurement of pre-service teacher dispositions is an important part of teacher preparation programs. A strong correlation exists between dispositions of teachers and the quality of their student’s learning. Teachers, in addition to sharing content knowledge, are responsible for demonstrating and sharing core values relating to virtues such as honesty, justice, fairness, care, empathy, integrity, courage, respect, and responsibility, and these values must guide their own conduct and interpersonal relations. As teachers serve pupils who are minors, their conduct and potential to serve effectively and ethically in the profession must be evaluated. However, a thorough faculty-led instrument to assess pre-service teacher candidates’ disposition does not currently exist. The purpose of this research was to develop an assessment of pre-service teachers’ dispositions for use in teacher education programs. A 25-item instrument was created through assessment of teacher education program needs and review of best practices on building teacher evaluation instruments, national professional teaching standards, and existing assessment tools. Teacher education faculty completed the instrument assessing roughly 600 students in a masters-level teacher education program. Results indicate that this instrument is a valid and reliable tool that will allow teacher education faculty and administrators to assess teacher candidate professional skills and conduct.

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“…Teacher preparation program members have discussed how to define and assess dispositions for decades, and, not surprisingly, a variety of assessments aimed at measuring preservice dispositions have been developed [19]. Most of these are single, stand-alone instruments [11], [20], [21]. Stand-alone assessments such as the teacher disposition index (TDI) and the eastern teacher dispositions index (ESTDI) are self-report surveys that provide a "snapshot in time" to record purported dispositions [22].…”

Section: Introductionmentioning

confidence: 99%

Changes in preservice teacher dispositions during a teacher preparation program

LaPaglia

Wilkerson

2023

IJERE

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<span lang="EN-US">Although substantial attention is being paid nationally to the assessment of pre-service teacher dispositions, largely to meet accreditation requirements, little is known about the extent to which standards-based dispositions change during a preparation program. A systematic approach to tracking change, or the lack thereof, using valid and reliable instruments of varying item types, can help faculty determine if candidates’ dispositions are positive and improving at the individual student and group levels. Pre-existing affective and cognitive data for six cases were analyzed for evidence of consistency with the 10 interstate teacher assessment and support consortium or InTASC standards. Dispositions improved as the cases progressed through their programs.</span>

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Identifying Dispositions That Matter: Reaching for Consensus Using a Delphi Study

Cited by 24 publications

References 19 publications

Empathy and teachers’ fairness behavior: The mediating role of moral obligation and moderating role of social value orientation

Empathy and teachers’ fairness behavior: The mediating role of moral obligation and moderating role of social value orientation

Assessment of Pre-Service Teacher Dispositions

Changes in preservice teacher dispositions during a teacher preparation program

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