Evaluating the Dispositions of Teacher Education Candidates: A Place for Self-Assessment

The study explored how New Mexico State University (NMSU) teacher candidatesunderstand the assessment form, the assessment process, and the meaning of dispositionsassessment according to NCATE standards as related to their development of professionaldispositions. The study utilized a qualitative methodology. We used the focus group methodwith four groups: elementary (N=3), secondary (N=10), early childhood (N=6), and specialeducation candidates (N=4). We asked teacher candidates about their understanding of dispositionsand the dispositions assessment process at the beginning of their program and atthe end of their program. Based on the analysis, we found that self-assessment of dispositionsat this institution is well-grounded conceptually, and the teacher education candidates foundthe process to be meaningful to them, but that teacher education candidates‟ perspectivessuggest it has been flawed in execution. We conclude with recommendations both for theteacher education program we have studied and for teacher education accreditation agencies.