Do You See What I See? Helping Secondary Preservice Teachers Recognize and Monitor Their Teacher Dispositions

Education programs seeking accreditation are increasingly obliged to provide evidence of how their programs assess preservice teachers' knowledge, skills, and dispositions. Although all three of these elements are complex, dispositions are shrouded by ambiguity. This high degree of ambiguity seems to contribute to an aversion toward assessing them. The resultant absence of assessment processes and tools prompted us to embark on our journey with the concept of teacher dispositions. Here we share our journey and the ongoing reflection on the process and product, as well as the larger role of teacher dispositions in education.