Teacher education programs have become increasingly aware of the need to consider appropriate professional dispositions. This article addresses several potentially uncomfortable questions surrounding teacher dispositions including a true meaning of disposition(s), assessing dispositions and the research base of what is known concerning dispositions as related to effective teaching. Additionally, the article speaks to the particularly uncomfortable question of the NCATE role in the dispositions arena. ACCESS FULL MANUSCRIPT HERE: http://cnx.org/content/m17624/latest/
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