Abstract
Knowledge, skills, and dispositions are essential qualities of effective teachers. In contexts where knowledge and skills predominate due to test-driven education policies, teacher preparation programs must incorporate dispositions to ensure holistic teacher education. In that light, a set of dispositions for an English Language Teacher program in Chile has been identified through an exploratory mixed-method study. Results contribute to establishing a definition for dispositions, understood as context-relevant intellectual, interpersonal, and intrapersonal teacher attributes. This paper, exploratory in nature, makes a case for other teacher education programs to emulate the process and pursue better understanding of teacher dispositions.
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