Teacher preparation programs are responsible for dispositional
development and assessment but often find this to be a daunting
task due to the ambiguity and range of desired qualities and
characteristics of teacher candidates. There is currently a gap in
the research that addresses dispositional development for teachers
including the definition, instruction, practical application, and
assessment of dispositional traits. Little research exists on
teacher dispositions, yet accrediting bodies such as CAEP require
dispositional assessment as an integral part of teacher preparation
programs. Furthermore, research has shown that dispositions are a
key indicator in teacher success both in terms of instructional
effectiveness and long-term retention. Teacher preparation programs
need research examples and support in understanding the desired
dispositions of teachers as well as how to implement these
qualities and characteristics into a robust curriculum. Teacher
preparation programs also need help in articulating how to assess
dispositional traits of teachers and how to provide remediation in
this area.
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