The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs

Kevin Mason; Christine Peterson; Debbie Stanislawski; Diane Klemme; Ann Oberding; Allison Feller

doi:doi:10.11648/j.edu.20211004.14

| Peer-Reviewed

The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs

Kevin Mason, Christine Peterson, Debbie Stanislawski, Diane Klemme, Ann Oberding, Allison Feller

Published in Education Journal (Volume 10, Issue 4)

Received: 22 June 2021 Accepted: 13 July 2021 Published: 19 July 2021

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The identification and measurement of professional dispositions is widely recognized as an important component of any assessment system in educator preparation programs for pre-service teachers and other school professionals. Professional dispositions are the shared attitudes, values, beliefs, and behaviors that are expected from and demonstrated by educational professionals in a variety of different settings through their interactions with others. Teacher educators in the School of Education at a midsize public midwestern university recently developed and validated an instrument to measure the professional dispositions of candidates both on campus and during clinical field experiences. The process included identifying the purpose, forming a committee, researching the literature, developing the instrument, validating the instrument, and forming an implementation plan. The professional disposition instrument was developed by a committee of seven faculty and staff in the School of Education representing seven different undergraduate and graduate educator programs. The professional disposition instrument was validated by conducting a survey of the Program Advisory Committees serving as a panel of external stakeholders and educational experts. The survey respondents rated each dispositional item as essential, useful but not essential, or not necessary. A Content Validity Ratio (CVR) was calculated for each professional disposition item based on the survey results. This article describes the development, validation, and planned implementation of the new professional disposition instrument, including a discussion of the benefits and challenges of the process.

Published in	Education Journal (Volume 10, Issue 4)
DOI	10.11648/j.edu.20211004.14
Page(s)	138-146
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Teacher Education, Assessment, Dispositions

References

[1]	Bair, M. (2017). Identifying dispositions that matter: Reaching for consensus using a Delphi study. The Teacher Educator, 52 (3), 222-234.
[2]	Rike, C., & Sharp, K. (2008). Assessing preservice teachers' dispositions: A critical dimension of professional preparation. Childhood Education, 84 (3), 150–153.
[3]	Fonseca-Chacana, J. (2019). Making teacher dispositions explicit: A participatory approach. Teaching and Teacher Education, 77, 266–276.
[4]	Schulte, L., Edick, N., Edwards, S., & Mackiel, D. (2005). The development and validation of the teacher dispositions index. Essays in Education, 12 (7), 1-16.
[5]	Interstate Teacher Assessment and Support Consortium. (2013). InTASC model core teaching standards and learning progressions for teachers 1.0: A resource for ongoing teacher development. Washington, D.C.: Author.
[6]	Singh, D., & Stoloff, D. (2007). Eastern teacher dispositions index [Presentation]. Annual Symposium on Educator Dispositions, Erlanger, KY.
[7]	Council for the Accreditation of Educator Preparation. (2013). CAEP standards. Retrieved from http://www.caepnet.org
[8]	Nelson, P. (2015) Intelligent dispositions: Dewey, habits and inquiry in teacher education. Journal of Teacher Education, 66 (1), 86-97.
[9]	Thornton, H. (2006). Dispositions in action: Do dispositions make a difference in practice? Teacher Education Quarterly, 53-68.
[10]	Asempapa, B., & Cummins, L. (2013). Fostering teacher candidate dispositions in teacher education programs. Journal of the Scholarship of Teaching & Learning, 13 (3), 99-119.
[11]	Ginsberg, R. & Whaley, D. (2006). The disposition on dispositions. The Teacher Educator, 41 (4), 269-275.
[12]	Dottin, E. (2009). Professional judgment and dispositions in teacher education. Teaching and Teacher Education, 25 (1), 83–88.
[13]	Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1 (4), 301-307.
[14]	National Council for Accreditation of Teacher Education. (2008). Professional standards for the accreditation of teacher preparation institutions. Washington, DC: Author.
[15]	Choi, H., Benson, N., & Shudak, N. (2016). Assessment of teacher candidate dispositions. Teacher Education Quarterly (Claremont, Calif.), 43 (3), 71–89.
[16]	Diez, M. (2006). Assessing dispositions: Five principles to guide practice. In H. Sockett (Ed.). Teacher dispositions: Building a teacher education framework of moral standards (pp. 49-68). Washington, DC. AACTE Publications.
[17]	Almerico, G., Johnston, P. & Wilson, A. (2018). EDA: Educator disposition assessment [Presentation]. https://epp.byu.edu/https:/brightspotcdn.byu.edu/49/b9/48619ef34ce59156ccc924ae4b64/eda-watermark-webinar-3-15-2018-caep.pdf
[18]	Welch, F., Pitts, R., Tenini, K., Kuenlen, M., & Wood, S. (2010). Significant issues in defining and assessing teacher dispositions. The Teacher Educator, 45, 179-201.
[19]	Council for the Accreditation of Educator Preparation. (2017, January). CAEP evaluation framework for EPP created assessments. Retrieved from http://caepnet.org/~/media/Files/caep/accreditation-resources/caep-assessment-tool.pdf?la=en
[20]	Ayer, C. & Scally, A. (2014). Critical values for Lawshe’s content validity ration: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47 (1), 79-86.
[21]	Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28, 563-575.
[22]	Anderson, S., Duffield, S., & Olson, A. (2019). Examining the reliability and validity of teacher candidate evaluation instruments [Webinar]. Regional Educational Laboratory at Marzano Research.
[23]	Hsu, C. C. & Sandford, B. A. (2007). The Delphi technique: Making sense of consensus. Practical Assessment, Research, and Evaluation, 12 (1), 10.
[24]	Baghestani, A., Ahmadi, F., Tanha, A., & Meshkat, M. (2019). Bayesian critical values for Lawshe’s content validity ratio. Measurement and Evaluation in Counseling and Development, 52 (1), 69-73.
[25]	Wilson, F. R., Pan, W., & Schumsky, D. A. (2012). Recalculation of the critical values for Lawshe’s content validity ratio. Measurement and Evaluation in Counseling and Development, 45, 197–210.
[26]	Gibbs, G. (2007). Analyzing qualitative data. London: Sage Publications.

Cite This Article

Plain Text BibTeX RIS

APA Style

Kevin Mason, Christine Peterson, Debbie Stanislawski, Diane Klemme, Ann Oberding, et al. (2021). The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs. Education Journal, 10(4), 138-146. https://doi.org/10.11648/j.edu.20211004.14

Copy | Download

ACS Style

Kevin Mason; Christine Peterson; Debbie Stanislawski; Diane Klemme; Ann Oberding, et al. The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs. Educ. J. 2021, 10(4), 138-146. doi: 10.11648/j.edu.20211004.14

Copy | Download

AMA Style

Kevin Mason, Christine Peterson, Debbie Stanislawski, Diane Klemme, Ann Oberding, et al. The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs. Educ J. 2021;10(4):138-146. doi: 10.11648/j.edu.20211004.14

Copy | Download

@article{10.11648/j.edu.20211004.14,
  author = {Kevin Mason and Christine Peterson and Debbie Stanislawski and Diane Klemme and Ann Oberding and Allison Feller},
  title = {The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs},
  journal = {Education Journal},
  volume = {10},
  number = {4},
  pages = {138-146},
  doi = {10.11648/j.edu.20211004.14},
  url = {https://doi.org/10.11648/j.edu.20211004.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211004.14},
  abstract = {The identification and measurement of professional dispositions is widely recognized as an important component of any assessment system in educator preparation programs for pre-service teachers and other school professionals. Professional dispositions are the shared attitudes, values, beliefs, and behaviors that are expected from and demonstrated by educational professionals in a variety of different settings through their interactions with others. Teacher educators in the School of Education at a midsize public midwestern university recently developed and validated an instrument to measure the professional dispositions of candidates both on campus and during clinical field experiences. The process included identifying the purpose, forming a committee, researching the literature, developing the instrument, validating the instrument, and forming an implementation plan. The professional disposition instrument was developed by a committee of seven faculty and staff in the School of Education representing seven different undergraduate and graduate educator programs. The professional disposition instrument was validated by conducting a survey of the Program Advisory Committees serving as a panel of external stakeholders and educational experts. The survey respondents rated each dispositional item as essential, useful but not essential, or not necessary. A Content Validity Ratio (CVR) was calculated for each professional disposition item based on the survey results. This article describes the development, validation, and planned implementation of the new professional disposition instrument, including a discussion of the benefits and challenges of the process.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs
AU  - Kevin Mason
AU  - Christine Peterson
AU  - Debbie Stanislawski
AU  - Diane Klemme
AU  - Ann Oberding
AU  - Allison Feller
Y1  - 2021/07/19
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211004.14
DO  - 10.11648/j.edu.20211004.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 138
EP  - 146
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211004.14
AB  - The identification and measurement of professional dispositions is widely recognized as an important component of any assessment system in educator preparation programs for pre-service teachers and other school professionals. Professional dispositions are the shared attitudes, values, beliefs, and behaviors that are expected from and demonstrated by educational professionals in a variety of different settings through their interactions with others. Teacher educators in the School of Education at a midsize public midwestern university recently developed and validated an instrument to measure the professional dispositions of candidates both on campus and during clinical field experiences. The process included identifying the purpose, forming a committee, researching the literature, developing the instrument, validating the instrument, and forming an implementation plan. The professional disposition instrument was developed by a committee of seven faculty and staff in the School of Education representing seven different undergraduate and graduate educator programs. The professional disposition instrument was validated by conducting a survey of the Program Advisory Committees serving as a panel of external stakeholders and educational experts. The survey respondents rated each dispositional item as essential, useful but not essential, or not necessary. A Content Validity Ratio (CVR) was calculated for each professional disposition item based on the survey results. This article describes the development, validation, and planned implementation of the new professional disposition instrument, including a discussion of the benefits and challenges of the process.
VL  - 10
IS  - 4
ER  -

Copy | Download

Author Information

Kevin Mason

School of Education, University of Wisconsin-Stout, Menomonie, the United States
Christine Peterson

School of Education, University of Wisconsin-Stout, Menomonie, the United States
Debbie Stanislawski

School of Education, University of Wisconsin-Stout, Menomonie, the United States
Diane Klemme

School of Education, University of Wisconsin-Stout, Menomonie, the United States
Ann Oberding

School of Education, University of Wisconsin-Stout, Menomonie, the United States
Allison Feller

School of Education, University of Wisconsin-Stout, Menomonie, the United States

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Kevin Mason, Christine Peterson, Debbie Stanislawski, Diane Klemme, Ann Oberding, et al. (2021). The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs. Education Journal, 10(4), 138-146. https://doi.org/10.11648/j.edu.20211004.14

Copy | Download

ACS Style

Kevin Mason; Christine Peterson; Debbie Stanislawski; Diane Klemme; Ann Oberding, et al. The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs. Educ. J. 2021, 10(4), 138-146. doi: 10.11648/j.edu.20211004.14

Copy | Download

AMA Style

Kevin Mason, Christine Peterson, Debbie Stanislawski, Diane Klemme, Ann Oberding, et al. The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs. Educ J. 2021;10(4):138-146. doi: 10.11648/j.edu.20211004.14

Copy | Download

@article{10.11648/j.edu.20211004.14,
  author = {Kevin Mason and Christine Peterson and Debbie Stanislawski and Diane Klemme and Ann Oberding and Allison Feller},
  title = {The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs},
  journal = {Education Journal},
  volume = {10},
  number = {4},
  pages = {138-146},
  doi = {10.11648/j.edu.20211004.14},
  url = {https://doi.org/10.11648/j.edu.20211004.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211004.14},
  abstract = {The identification and measurement of professional dispositions is widely recognized as an important component of any assessment system in educator preparation programs for pre-service teachers and other school professionals. Professional dispositions are the shared attitudes, values, beliefs, and behaviors that are expected from and demonstrated by educational professionals in a variety of different settings through their interactions with others. Teacher educators in the School of Education at a midsize public midwestern university recently developed and validated an instrument to measure the professional dispositions of candidates both on campus and during clinical field experiences. The process included identifying the purpose, forming a committee, researching the literature, developing the instrument, validating the instrument, and forming an implementation plan. The professional disposition instrument was developed by a committee of seven faculty and staff in the School of Education representing seven different undergraduate and graduate educator programs. The professional disposition instrument was validated by conducting a survey of the Program Advisory Committees serving as a panel of external stakeholders and educational experts. The survey respondents rated each dispositional item as essential, useful but not essential, or not necessary. A Content Validity Ratio (CVR) was calculated for each professional disposition item based on the survey results. This article describes the development, validation, and planned implementation of the new professional disposition instrument, including a discussion of the benefits and challenges of the process.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs
AU  - Kevin Mason
AU  - Christine Peterson
AU  - Debbie Stanislawski
AU  - Diane Klemme
AU  - Ann Oberding
AU  - Allison Feller
Y1  - 2021/07/19
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211004.14
DO  - 10.11648/j.edu.20211004.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 138
EP  - 146
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211004.14
AB  - The identification and measurement of professional dispositions is widely recognized as an important component of any assessment system in educator preparation programs for pre-service teachers and other school professionals. Professional dispositions are the shared attitudes, values, beliefs, and behaviors that are expected from and demonstrated by educational professionals in a variety of different settings through their interactions with others. Teacher educators in the School of Education at a midsize public midwestern university recently developed and validated an instrument to measure the professional dispositions of candidates both on campus and during clinical field experiences. The process included identifying the purpose, forming a committee, researching the literature, developing the instrument, validating the instrument, and forming an implementation plan. The professional disposition instrument was developed by a committee of seven faculty and staff in the School of Education representing seven different undergraduate and graduate educator programs. The professional disposition instrument was validated by conducting a survey of the Program Advisory Committees serving as a panel of external stakeholders and educational experts. The survey respondents rated each dispositional item as essential, useful but not essential, or not necessary. A Content Validity Ratio (CVR) was calculated for each professional disposition item based on the survey results. This article describes the development, validation, and planned implementation of the new professional disposition instrument, including a discussion of the benefits and challenges of the process.
VL  - 10
IS  - 4
ER  -

Copy | Download