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ERIC Number: EJ922281
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: ERIC
Reference Count: 31
ISSN: ISSN-1536-3031
Self-Perceived Dispositions that Predict Challenges during Student Teaching: A Data Mining Analysis
Masunaga, Hiromi; Lewis, Trini
Issues in Teacher Education, v20 n1 p35-49 Spr 2011
In light of the issue related to consensus about the definition of dispositions and the larger issue pertaining to the absence of a model to predict the growth of pre-service teachers in their knowledge, skills, and dispositions that Teacher Performance Expectations (TPEs) specify, the purpose of this study is two-fold. First, the authors aim at testing the hypothesis that teacher candidates who faced challenges in student teaching had lower self-rating scores of teacher dispositions, or lower degrees of alignment between disposition and standards, than their counterparts who did not face challenges in student teaching. Second, this study aims at developing an explanatory model to predict teacher candidates' effectiveness in student teaching based on their assessed disposition. The disposition survey in this study directly reflected the dispositional requirements of California's TPEs. To the degree that one's student teaching mimics one's later professional classroom instruction, it would be useful to have a model to predict teacher candidates' success or challenges in student teaching. The teacher education community in particular would be better able to develop programs that would prepare competent and caring classroom teachers. Such a predictive model would also provide teacher candidates with a template for a periodical check on whether or not and how they have aligned their dispositions to standards. (Contains 3 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California