TY - JOUR
T1 - Revisiting disposition assessment in teacher education
T2 - Broadening the focus
AU - Jung, Eunjoo
AU - Rhodes, Dent M.
N1 - Copyright:
Copyright 2011 Elsevier B.V., All rights reserved.
PY - 2008
Y1 - 2008
N2 - 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.
AB - 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.
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U2 - 10.1080/02602930701773059
DO - 10.1080/02602930701773059
M3 - Article
AN - SCOPUS:79955568486
SN - 0260-2938
VL - 33
SP - 647
EP - 660
JO - Assessment and Evaluation in Higher Education
JF - Assessment and Evaluation in Higher Education
IS - 6
ER -