Abstract
The purpose of this study was to examine the professional disposition scores of Physical Education teacher candidates over time. In ad-dition, differences between teacher and student ratings were investigated. Participants were 65 students who completed three methods courses (A, B, and C) across a two-year period. Both the teacher and the students completed a profes-sional dispositions instrument in each of the three classes. Results indicated a decrease in disposition self ratings and teacher ratings over time. A 2 (Rater) x 3 (Time) ANOVA revealed that the student and teacher ratings were different for classes A and B but not for class C. The findings are encouraging in light of the strong alignment between teacher and student ratings in the upper-level class. The dispositions in-strument appears to be a valid and reliable method to assess the professional behaviors of teacher candidates.
Highlights
Both the National Council for the Accreditation of Teacher Education (NCATE) and the Interstate New Teacher Assessment and Support Consortium (INTASC) mandate the assessment of dispositions in teacher education programs
The NCATE 2000 Standards require schools, colleges and departments of education to use performance-based evidence to demonstrate that teacher candidates in all programs are gaining the knowledge, skills and dispositions necessary to have a positive impact on K-12 student learning
An interesting finding was the decrease in disposition self ratings and teacher ratings over time
Summary
Both the National Council for the Accreditation of Teacher Education (NCATE) and the Interstate New Teacher Assessment and Support Consortium (INTASC) mandate the assessment of dispositions in teacher education programs. The NCATE 2000 Standards require schools, colleges and departments of education to use performance-based evidence to demonstrate that teacher candidates in all programs are gaining the knowledge, skills and dispositions necessary to have a positive impact on K-12 student learning. The INTASC standards emphasize knowledge, skills, and dispositions that highlight the importance of performance-based assessments. The National Initial Physical Education Teacher Education Standards (2008) added a standard requiring the assessment of professional dispositions. Accredited teacher education programs throughout the nation have incorporated professional dispositions, in addition to the preexisting knowledge and skill performance requirements for prospective teacher candidates
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