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| Autor/inn/en | Katz, Lilian G.; Raths, James D. |
|---|---|
| Titel | Dispositional Goals for Teacher Education: Problems of Identification and Assessment. |
| Quelle | (1986), (30 Seiten)
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| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Classroom Techniques; Educational Objectives; Higher Education; Personality Traits; Teacher Behavior; Teacher Characteristics; Teacher Education; Teacher Education Programs |
| Abstract | It is proposed in this paper that the goals of teacher education programs should include not only the acquistion of knowledge and skills, but also a class of outcomes called "dispositions." A disposition is defined as an attribution which summarizes the trend of a teacher's actions across similar contexts. The construct is descriptive and classificatory rather than explanatory. For example, a teacher who uses praise in specific contexts and on many occasions might be attributed a "supportive disposition." Because of what is known about the relative stability of human behavior, the summary of the trends of a teacher's behavior, fundamentally descriptive, can also serve as a basis for predicting future trends of behavior. The proposal to include dispositions among the goals of teacher education is intended to focus upon behaviors of teachers related to teaching in the classroom. Arguments for this proposal include discussions on: (1) disposition versus habit and attitudes; (2) the potential benefits of dispositional goals; and (3) the potential risks of over-emphasizing skills. The discussions include noting the problems and difficulties of identification and assessment of dispositions and suggestions on overcoming these problems. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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