|dc.description.abstract||Problem: Within the higher education community there is discourse regarding teacher
dispositions and the assessment of dispositions. Murray (2007) and Damon (2007) posited that
additional scholarship and research were needed to provide a meaningful construct of
dispositions. With this lack of consensus, teacher education programs need to explore
dispositions and how best to assess them.
Procedures: This quantitative (Creswell, 2012) study explored the background characteristics of
teacher education programs in Iowa to determine if there were differences in the assessment of
pre-service teacher dispositions. Data were gathered through a survey (Fink, 2009).
Methods: A postpositivist worldview (Crotty, 1998) was used to explore the background
characteristics of teacher education programs to determine if there were differences (Green &
Salkind, 2011) in how teacher dispositions were assessed. The data were analyzed using
descriptive statistics (Johnson and Christensen, 2008; Tabachnick & Fidell, 2007).
Results: Analyses of the data revealed there were differences in the assessment of dispositions
based on geographic location, Carnegie classification, teacher education enrollment, and the type
Conclusions: The study hypothesized there would be differences in how programs assessed
dispositions. Data indicated there were differences in when, who, how, and what dispositions
Recommendation: Recommendation include using varied methods to assess dispositions,
providing students with ongoing feedback regarding dispositions, employing multiple assessors
including student self-assessment, creating remediation plans when needed, and stressing the
value and role of dispositions in effective teaching.||en_US