Date of Award


Document Type


Degree Name

Doctor of Philosophy


School of Education


Curriculum and Instruction PhD

First Advisor

Larry D. Burton

Second Advisor

Jimmy Kijai

Third Advisor

Elvin Gabriel


Problem. In 2000, NCATE included dispositions in its professional standards as a requirement for teacher education units seeking (re)accreditation with its organization. The problem of this investigation was to examine how program directors, faculty, and preservice teacher candidates in three selected preservice teacher education programs in Indiana and Michigan were responding to this NCATE mandate.

Purpose. The purpose was to explore the ways in which and to what extent dispositionswere included in the curriculum, taught, and assessed in programs, both religiously affiliated and public.

Methodology. A mixed-methods approach was used to collect and analyze data. Three levels of participants were selected: (a) program directors, (b) faculty members, and (c) preservice teacher candidates. The total number of participants was 458, that is, three program directors/department head, 24 faculty, and 431 preservice teacher candidates. Data were collected by interviews, questionnaires, and documents. Descriptive and inferential statistics were used for data analyses.

Results. Dispositions were included in one or two specialized courses at two institutions and infused into all courses at the other. Ninety-two percent (92%) of professors agreed that dispositions were taught by infusion in courses compared to 72% among preservice teacher candidates. Seventy-five percent (75%) agreed dispositions were taught in at least one course compared to 72% among preservice teacher candidates. Over 80% of professors agreed they assessed 12 of 16 dispositions. Likewise 80% of preservice teachercandidates agreed that 15 of 16 dispositions were assessed. There was no formal training for faculty to teach dispositions. Program directors, faculty, and preservice teacher candidates made suggestions for revision, research, and training to encourage the practice of dispositions.

Conclusions. Dispositions were included, taught, and assessed through specialized courses and infusion. Dispositions inclusion in religiously affiliated institutions was accomplished in more ways than in the public institution. Although not formally trained, most professors agreed they taught and assessed dispositions in existing courses.

Subject Area

Teachers--Training of, Student teachers--Professional ethics, Values, Professional ethics

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