Dispositions

Since the mid-1980s there has been growing consensus about the use of programmatic themes to guide the nature and direction of teacher education programs. In essence, researchers have contended that programs structured around particular themes (e.g., social justice) would be in a better position to foster value-added professional skills than would programs characterized by a loosely coupled set of courses. Connected to this idea of themes was the notion that pre-service teachers should necessarily demonstrate certain dispositions in order to be successful in both learning requisite professional skills and then using those skills in a professional context. Although the idea of themes has not fostered significant controversy, the use of dispositions has been the focus of acrimonious debate. Those committed to teacher education reform argue for both clear themes and thoughtfully developed dispositions related to those themes. Critics of such reform argue that reliance on the dispositions may limit the talent pool of potential teachers who might have an interest in classroom teaching.

Schools, colleges, and departments of education are under attack for their failure to identify and implement a performance-based system for assessing candidates' dispositions as they impact the learning outcomes of students in K–12 classrooms. Because it is evident that a teacher's disposition may affect the academic performance of students in K–12 classrooms, it is important that attempts [Page 278]be made to measure and assess those dispositions in the context of a thoughtfully developed teacher education program.

The National Council for the Accreditation of Teacher Education standards lists the requirements for the development of candidates' knowledge, skills, and dispositions. Dispositions—which include the attitudes, values, and beliefs that are demonstrated through teacher interactions with students, families, colleagues, and communities—are pertinent to ensuring that teachers are effective in the classroom. These arguably observable, verbal, and nonverbal behaviors support K–12 student learning and development.

The No Child Left Behind Act of 2001 mandates that candidates become highly qualified in their content area and possess the pedagogical skills to work effectively with all students, regardless of their race, ethnicity, language, socioeconomic status, functioning level, or gifts and talents. In essence, the belief is that all children should have access to a highly qualified teacher (a No Child Left Behind mandate) who possesses the appropriate knowledge and skills; however, consideration must be given to the impact of those interrelated variables or “elusive qualities” that evolve and are attributed to those observable behaviors in the classroom. These behaviors are referred to as the dispositions that are essential to effective teaching, which impact the unique academic, behavioral, emotional, and social development of K–12 students. Research suggests that when teachers possess the appropriate dispositions, effective teaching can and will occur because there is an intersection between content knowledge, pedagogical skills, and teacher dispositions, which results in meaningful teaching and learning.

The research on teaching links teacher behaviors to the dispositions that teachers should possess in order to be effective. Effective teaching ensures that high-quality teachers possess the requisite skills to demonstrate fairness in educational settings and to address the educational needs of all students in a caring, compassionate, nondiscriminatory, and equitable manner. These characteristics assist in the establishment of a meaningful relationship with students. Effective teachers believe that all students can learn; this is evident in their behaviors, as they know how to interact with a diverse group of students in a positive, affirming manner.

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