Abstract
The identification and measurement of professional dispositions is widely recognized as an important component of any assessment system in educator preparation programs for pre-service teachers and other school professionals. Professional dispositions are the shared attitudes, values, beliefs, and behaviors that are expected from and demonstrated by educational professionals in a variety of different settings through their interactions with others. Teacher educators in the School of Education at a midsize public midwestern university recently developed and validated an instrument to measure the professional dispositions of candidates both on campus and during clinical field experiences. The process included identifying the purpose, forming a committee, researching the literature, developing the instrument, validating the instrument, and forming an implementation plan. The professional disposition instrument was developed by a committee of seven faculty and staff in the School of Education representing seven different undergraduate and graduate educator programs. The professional disposition instrument was validated by conducting a survey of the Program Advisory Committees serving as a panel of external stakeholders and educational experts. The survey respondents rated each dispositional item as essential, useful but not essential, or not necessary. A Content Validity Ratio (CVR) was calculated for each professional disposition item based on the survey results. This article describes the development, validation, and planned implementation of the new professional disposition instrument, including a discussion of the benefits and challenges of the process.
Highlights
There are multiple perspectives on the role of dispositions and the impact of teacher dispositions on student learning, dispositions are widely discussed within the literature by researchers and teacher educators as essential for becoming a successful teacher [1,2,3,4,5]
The positive Content Validity Ratio (CVR) values demonstrate agreement by experts that the professional dispositions identified were considered essential for teacher candidates
All fifteen items on the professional disposition instrument for teacher candidates were retained in the professional disposition instrument
Summary
There are multiple perspectives on the role of dispositions and the impact of teacher dispositions on student learning, dispositions are widely discussed within the literature by researchers and teacher educators as essential for becoming a successful teacher [1,2,3,4,5]. According to Fonseca-Chacana, the dispositions of a teacher provide the teacher with the will and power to implement and enact knowledge and skills within the teaching and learning environments [3] This will or volition relates to the beliefs and the body of research that teacher dispositions have an impact on student learning [4, 6]. The School of Education Council convenes monthly to conduct business necessary to maintain, promote and build upon the pre-service teacher education programs offered at the university. This includes the responsibility of maintaining and updating the common assessment system and assessment instruments utilized for program improvement, accreditation, and licensure
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