Revisiting disposition assessment in teacher education: Broadening the focus

Eunjoo Jung, Dent M. Rhodes

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


Today's teacher education programmes across the world strive to equip future teachers with the high-quality knowledge, skills and dispositions necessary to teach students. The assessment of teacher dispositions has thus become essential to cultivate those qualities. However, the current approach to disposition assessment in the United States focuses on personal characteristics and character-related dispositions and is frequently used as a sorting device to identify those who appear to be inadequately disposed to teaching. Expanding on earlier work by the author and colleagues, this paper examines the issue of whether more efforts should be made to incorporate elements to assess competence-related dispositions in conjunction with the character-related dispositions across assessment tools and, if so, how this could be accomplished. In addition, this paper will clarify some dispositional concepts and terms used interchangeably that actually differ from one another and can confuse the consistency of disposition assessment. Finally, a framework for assessing technology disposition as an example of competence-related disposition and for broadening the focus of disposition assessment is suggested.

Original languageEnglish (US)
Pages (from-to)647-660
Number of pages14
JournalAssessment and Evaluation in Higher Education
Issue number6
StatePublished - 2008
Externally publishedYes

ASJC Scopus subject areas

  • Education


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