Abstract
The former National Council for Accreditation of Teacher Education, now the Council for the Accreditation of Educator Preparation, has placed considerable emphasis on the importance of teacher candidate dispositions. Many physical education teacher education programs continue to struggle with the resultant challenge of positively influencing professional dispositions in the area of teacher education. Given this emphasis on dispositions as a program accreditation requirement and the apparent difficulties associated with facilitating positive change, the teacher candidate admissions process merits increased attention as a critical program component. The purpose of this paper is to provide recommendations regarding the use of dispositions during the teacher candidate admissions process. This paper includes (a) an overview of current practices in teacher candidate admissions in PETE, (b) identification of desirable dispositions in teacher education, and (c) related recommendations for improving teacher candidate selection.
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