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Dispositions are undisputedly crucial for teaching success and academic achievement, but what are they and which ones are most important for candidates to develop before student teaching? Can we identify, define, influence or assess dispositions for a common language among all stakeholders in teacher education? In order to find out if stakeholders from 30 certification areas share common definitions of essential teacher dispositions, and whether their range of opinions can be reduced to major constructs, we surveyed faculty and staff in 30 NCATE-accredited certification programs housed in three colleges of a large public comprehensive university. This article presents the qualitative and quantitative findings in the first phase of the study, in which we identify subscales and refine the instrument. As teacher educators in the United States, we prepare candidates for certification governed by state and national accreditation. We believe, and the literature supports, teaching is a developmental profession with candidates advancing from novice to expert status more quickly when informed by research and theory, monitored, and provided feedback. Although teacher educators are tasked with monitoring professional dispositions, they work in a wide range of academic disciplines. One major challenge for education preparation programs is the lack of a cohesive perception regarding candidates’ professional competence. Even more troubling, the research conducted so far has been limited in the scope of representation for this great range of academic traditions, each with its own culture and logic. This leads to a resultant need for a collaborative process in defining a shared understanding of this crucial topic. Lund, Wayda, Woodard and Buck (2007) serve as an exception to the norm for having polled faculty first to define dispositions, but the population was limited to one discipline. This highlights a systemic complication: education serves multiple disciplines, some of which are unfamiliar with educational theories, and the need for consistent disposition modeling as well as assessment in teacher education programs. Concurrent with this disconnect is the potential for program legal challenges and disposition controversies which have arisen regarding their origins, definitions and applications (Diez, 2007).

The Importance of Professional Dispositions: A Survey of Diverse Teacher Educators