Rethinking PETE Program Admissions to Include Teacher Candidate Dispositions

Authors

  • Kacey Lynn DiGiacinto Elizabeth City State University
  • Sean M. Bulger
  • Valerie Wayda

DOI:

https://doi.org/10.18666/TPE-2017-V74-I1-7086

Keywords:

Dispositions, Council for the Accreditation of Educator Preparation, Physical Education Teacher Education, Accreditation

Abstract

The former National Council for Accreditation of Teacher Education, now the Council for the Accreditation of Educator Preparation, has placed considerable emphasis on the importance of teacher candidate dispositions. Many physical education teacher education programs continue to struggle with the resultant challenge of positively influencing professional dispositions in the area of teacher education. Given this emphasis on dispositions as a program accreditation requirement and the apparent difficulties associated with facilitating positive change, the teacher candidate admissions process merits increased attention as a critical program component. The purpose of this paper is to provide recommendations regarding the use of dispositions during the teacher candidate admissions process. This paper includes (a) an overview of current practices in teacher candidate admissions in PETE, (b) identification of desirable dispositions in teacher education, and (c) related recommendations for improving teacher candidate selection.

Author Biography

Kacey Lynn DiGiacinto, Elizabeth City State University

National Association of Kinesiology in Higher Education 2014 Young ScholarElizabeth City State University 2015-2015 Health and Physical Education Departmental Teacher of the Year Award Winner. Physical Education Teaching Program Coordinator - Assistant Professor| Department of Education, Psychology, and Health Elizabeth City State University

Published

2017-01-18

Issue

Section

Articles