To Know Is Not Enough: Measuring Dispositions of Preservice Teachers

• In Event: Teacher Perspectives on English Language Learners and Diverse Learners: Translations of Theory Into Classroom Practices

Abstract

Recognizing both the importance and complexity of teacher dispositions, this study documents the development of the EBMAS, a multifaceted measure of pre-service teachers’ beliefs and attitudes across four domains: Personal Teacher Efficacy, General Teacher Efficacy, Caring and Social Justice, and Multicultural Awareness. Factor analysis on data collected from a sample of 617 graduate and undergraduate teacher education students shows evidence of validity and reliability for the EBMAS. Evidence of substantive validity demonstrates the instrument’s ability to measure growth in pre-service teachers’ dispositions over time. The resulting instrument possesses considerable potential for practical application in teacher education programs, especially those preparing teachers for diverse and high-needs inner city schools.

Authors

• Robert J. Tobias, New York University

• Jinghong Tian, New York University

• Kimberly Woo, New York University