Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. The framework for teaching evaluation instrument, 2013 instructionally focused edition. The SAGE encyclopedia of action research. Teacher Education Quarterly, 43(3), 71-89. Assessment of teacher candidate dispositions: Evidence of reliability and validity. Examining the development of dispositions for ambitious teaching: One teacher candidate's journey. Frey (ed.), The SAGE encyclopedia of educational research, measurement, and evaluation. Do differing types of field experiences make a difference in teacher candidates' perceived level of competence? Teacher Education Quarterly, 37(1), 131-154. Journal for Research in Childhood Education, 20, 108-124. The mathematics content knowledge role in developing preservice teachers’ pedagogical content knowledge. M., Parker, D., Kulm, G., & Raulerson, T. Journal of Teacher Education 58(5), 359-364. Apples and fishes: The debate over dispositions in teacher education. The Writing Center Journal, 25(1), 43-60. Pedagogies of belonging: Listening to students and peers. Identifying dispositions that matter: Reaching for consensus using a Delphi study. Students as teachers: The benefits of peer tutoring. Using habits of mind, intelligent behaviors, and educational theories to create a conceptual framework for developing effective teaching dispositions. ![]() Teacher Education Quarterly, 33(1), 19-35. Bridging the gap between theory and practice: Connecting courses with field experiences. H., DeMarie, D., Alvarez-McHatton, P., & Doone, E. The arts, new literacies, and multimodality. The discussion considers how on-campus partnerships between teacher education programs and tutoring programs may offer not only opportunities for teacher candidates to develop skills, but for faculty to “see them in action” and gain insight to their dispositions. Through an interpretive framework of reciprocal determinism, data reveal that tutoring’s one-on-one or small group setup, unscripted nature, and authenticity of interactions with students let faculty see different skills – which reveal different dispositions – than they would observe in teaching demonstrations or other early field experiences. In this case study, three mathematics education faculty observed tutoring sessions in the campus math lab, and were interviewed about the teaching dispositions that they were able to identify in that context. Though teacher education programs must document candidates’ teaching dispositions, there is a gap around what faculty may learn by observing students in contexts outside of the k12 classroom.
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