Abstract
ABSTRACTThis article describes how one institution used the Delphi technique to identify and operationalize key professional dispositions to be addressed in its teacher education program. Participants included teacher educators, methods course instructors, and school administrators. Data collection occurred in three phases, with the results of each phase informing the next one. Consensus was achieved regarding nine dispositions: Responsive, Challenging, Reflective, Ethical, Scholarly, Caring, Student-Centered, Fair, and Resourceful. Three categories represent the nine dispositions: Professional, Relational, and Intellectual dispositions. These categories also correspond with the university values of Integrity, Inclusiveness, and Inquiry. Each of the dispositions was matched with Interstate Teacher Assessment and Support Consortium standards, and rubrics were developed that identified the behaviors associated with each disposition. This study demonstrates how universities can respond proactively and professionally to accreditation requirements; the process engaged all stakeholders, invigorated and broadened the discussion about teaching effectiveness, and provided a professional alternative to mere compliance.
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