Technological Scaffolding for the Assessment of Teaching Dispositions

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Merideth, E. & Johnson, E. (2009). Technological Scaffolding for the Assessment of Teaching Dispositions. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 139-153). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30580.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Eunice Merideth, Eric Johnson, Drake University School of Education, United States

Abstract

Abstract: This paper presents a variety of technological means that can provide scaffolding support that both teacher education programs and their candidates can use to cultivate and document teaching dispositions throughout a program. While the technology cannot provide a working definition of or criteria for a program’s teaching dispositions, it can promote the de-mystifying of those dispositions through publication. In addition, technology can supply tools for assessment points within the program and from the field, as well as opportunities for self-reflection, changing scattered data collection into a sustainable system that triangulates data from faculty members, students, and mentor teachers.

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