Unlike the literature on some dispositions, like field dependence-independence, in psychology, the dispositions cited in the teacher education literature (e.g., INTASC) have almost no explanatory value and very little meaning at the present time. This conclusion stems from an analysis of the cited teacher dispositions in terms of Underwood's levels of meaning in the behavioral sciences and shows that these dispositional constructs are little more than labels for particular behaviors. Although the construct, disposition, in teacher education may be superfluous at the present time, it is not entirely useless as it may provide a guiding hypothesis for further investigations. (Contains 1 note.)