Abstract
Purpose: Although substantial attention is being paid nationally to the assessment of pre-service teacher dispositions, largely in response to accreditation requirements, little is known about the extent to which standards-based dispositions change from pre-admission to the final internship in a teacher preparation program. A systematic approach to tracking change, or the lack thereof, can help personnel implement curriculum that targets dispositions that conflict with national standards at the individual student and group levels. Research Questions: This study was guided by two research questions: (a) How do preservice teacher dispositions, as defined by the InTASC Standards, change from preadmission into the teacher education program through final internship? and (b) What dispositional changes are identifiable in the different types of cognitive and affective instruments used in this case study? Sample: Pre-existing affective and cognitive data for six cases were analyzed in relation to each of the 10 InTASC Standards. The use of six cases allowed the researcher to cross analyze each case to draw conclusions about both the individuals and the group. Results: Pre-identified standards-based dispositions of concern improve as the pre-service teachers’ progress through the program, even though there is no systematic targeting of specific dispositional deficits in the program. Dispositional improvement in seven out of the 10 InTASC standards emerged from a qualitative analysis of the selected cognitive assessments, designated as college “Critical Tasks.” Implications: Two implications for teacher education programs are proposed: (a) there is evidence that professional, standards-based dispositions can be improved; (b) professional development related to identified affective deficits could provide for even greater individual and group improvement in the area of standards-based dispositions.