Facilitating the Development of Professional Dispositions in a Teacher Education Program

• In Event: Fostering Equity in Teacher Preparation: Addressing Racial Literacy, Translanguaging Pedagogy, Professional Dispositions, and Trauma-Informed Practices

Abstract

We believe that preservice teacher dispositions are flexible and can be influenced by the educator preparation program (Darling-Hammond, 2000; Sockett, 2009). This paper shares findings of one teacher education program’s approach to facilitating the development of dispositions in preservice teacher candidates through a developmental program admission process. Applicants interview for admission to their teacher education program and are scored on a disposition rubric that evaluates four professional dispositions. Identified areas for growth are facilitated by a faculty advocate guided by a growth plan. Findings show significant growth in dispositions for all four disposition areas and 33 out of 41 candidates have been admitted and are progressing through their program or have successfully graduated.

Authors

• Sherry Dismuke, Boise State University

• Jennifer L. Snow, Boise State University