Between theory and practice: Student teachers' espoused and observed dispositions

Author

Kay A. Keiser, University of Nebraska at Omaha

Date of Award

5-1-2005

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. Laura Schulte

Second Advisor

Dr. Karen Hayes

Third Advisor

Dr. Marilyn Grady

Fourth Advisor

Dr. Neal Grandgenett

Abstract

The purpose of this research was to determine to what extent, if any, student teachers' self-perceptions of teaching dispositions were congruent with their cooperating teachers' perceptions of the dispositions the student teachers actually exhibited while teaching. To compare perceptions of dispositions, 79 teaching pairs of student teachers and cooperating teachers of an urban Midwestern university completed the Teacher Disposition Index (Schulte, Edick, Edwards, & Mackiel, 2004).

Comments

A Dissertation Presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2005 Kay A. Keiser.

Recommended Citation

Keiser, Kay A., "Between theory and practice: Student teachers' espoused and observed dispositions" (2005). Student Work. 3431.
https://digitalcommons.unomaha.edu/studentwork/3431