Revisiting disposition assessment in teacher education: broadening the focus

Paired peer learning through engineering education outreach

“…Conversely, improvements in teachers' attitudes to a subject can lead to a positive impact not only on children's performance but also on their engagement and enjoyment (Ofsted 2011). This highlights the importance of addressing and positively influencing pre-service teachers by cultivating positive dispositions and beliefs towards subjects such as science and engineering during their training (Jung and Rhodes 2008), through opportunities to reflect on experience and practice in schools (Flores and Day 2006). The psychological concept of Perceived Self-Efficacy (PSE) is a way to measure this belief of a person to in their own ability to perform specific actions, and it reflects a perception of capability rather than measuring actual performance (Gonzalez, Goeppinger, and Lorig 1990;Bandura et al 2008).…”

Reliability Analysis of Complementary Assessment Tools for Measuring Teacher Candidate Dispositions

“…The instruments are based on dispositional themes validated using Lawshe's method (1975) with K-12 and Higher Education experts as panelists (Afolabi, et al, 2018). In addition, the assessment tools include dispositions related to technology, an essential aspect of dispositions in today's technology-laden educational environment (Jung & Rhodes, 2008). Based on the findings within this study, the CDPA and the SAS can be considered reliable instruments with regard to internal consistency and inter-rater reliability for the CDPA.…”

“…None of the available assessment tools comprehensively addresses EPPdesired dispositions along with dispositions for employability (Arial & Miller, 2016;Wayda and Lund, 2005), technology-use-related dispositions (Jung & Rhodes, 2008), and candidates' prior beliefs (Villegas, 2007). Additionally, as Villegas (2007) argued, and in line with CAEP assessment expectations of EPPs, there is a pressing "need to give more focused attention to issues of validity and reliability in the assessment of teacher candidates' dispositions" (p. 378).…”

Stoking the Fire

“…Johnson & Reiman (2007) defined dispositions as "characteristics of a teacher that represent a trend of a teacher's judgments and actions in ill-structured contexts"(p. 677). Jung & Rhodes (2008) distinguished dispositions as related to personal traits, not just dispositions related to professional competencies and suggested that both types of dispositions should be assessed in teacher education. Not only do we need "teachers who are certainly morally and ethically disposed as well as good citizens and effective persons," but "more importantly… [teachers who] possess the dispositions to be highly competent in a variety of spectra..." (Jung & Rhodes,p.…”