NS  Vol.2 No.2 , February 2010
A longitudinal study of the professional dispositions of teacher candidates
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.
Cite this paper: Ignico, A. and Gammon, K. (2010) A longitudinal study of the professional dispositions of teacher candidates. Natural Science, 2, 91-94. doi: 10.4236/ns.2010.22014.

[1]   Freese, A.R. (2006). Reframing one’s teaching: Discov-ering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22, 100-119.

[2]   Whaley, D.C. (1999). Assessing the disposition of teacher education candidates. Teacher preparation as-sessment: The hows and whys of new standards. Amherst, MA: National Evaluation Systems, Inc.

[3]   Ashton, P.R. (1996). Improving the preparation of teach-ers. Educational Researcher, 25(9), 21-35.

[4]   Tjeerdsma, B.L., Metzler, M.W., Walker, T.M. and Mozen, D. (2000). Assessing dispositions. Journal of Teaching in Physical Education, 19, 451-475.

[5]   Young, L.J. and Youngs, D.C. (2005). Exploring disposi-tions in student teaching and field experience. In R.L. Smith, D. Skarbek & J. Hurst (Eds.), The passion of teaching: Dispositions in the schools (pp. 135-152). Lanham, MD: Scarecroweducation.

[6]   McKnight, D. (2004). An inquiry of NCATE’s move into virtue ethics by way of disposition (Is this what Aristotle meant?). Educational Studies Journal of the American Educational Studies Association, 35(3), 212-230.

[7]   Wayda, V. and Lund, J. (2005). Assessing dispositions: An unresolved challenge in teacher education. Journal of Physical Education, Recreation & Dance, 76(1), 34-41.

[8]   Mitchell, A. (2000). NCATE 2000: Teacher education and performance-based reform. Washington, D.C.: Na-tional Council for Accreditation of Teacher Education.