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ERIC Number: EJ979190
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1544-0389
Assessing Teacher Dispositions in Pre-Service Teachers
Frederiksen, Heidi; Cooner, Donna; Stevenson, Cerissa
Journal of College Teaching & Learning, v9 n1 p39-52 1st Qtr 2012
The purpose of this study was to determine whether there was a significant difference between the perceived dispositions in pre-service teachers in urban settings versus non-urban settings. It was also the intent of this study to describe the change in perceived dispositions throughout pre-service teachers' internship experiences. Graduate students (N=44) from a teacher education program participated by providing responses to surveys, reflections, and focus groups. Final Assessment (FA) grades were also gathered to validate responses. The nature of self-reported data requires this study to collect both quantitative and qualitative data so that pre-service teachers' responses can be validated with their experience, which influenced the decision to employ a mixed-methods design for this study. A triangulation mixed methods design (QUANT + QUAL) was used. The quantitative analysis used a non-experimental comparative approach. Inductive within deductive coding was used to analyze the journal responses and focus groups. Template analysis (King, 2004) used pre-established codes based on the 10 INTASC Principles and Dispositions Indicators (1992). Themes also emerged inductively and were identified throughout the coding process. (Contains 5 tables.)
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado