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• W298965114 abstract "This article offers a description of how Western New Mexico University's (WNMU) Teaching Preparation Programs ensure that each teacher candidate possesses teaching dispositions to work effectively with diverse students in the classroom. Many colleges and universities preparing teachers in the United States use the National Council for Accreditation of Teacher Education (NCATE, 2008) standards to monitor their teaching preparation programs. The School of Education (SOE) at WNMU has developed guidelines to meet the NCATE standards, and, at the same time, ensure that all their teacher candidates demonstrate the required competencies. The National Council for Accreditation of Teacher Education (NCATE, 2008) standards state that classrooms in the United States are becoming increasingly diverse, with over 40 percent of students attending Pre-kindergarten to Grade 12 (P- 12) classrooms belonging to visible minority groups, while only 20 percent of the US teacher work force belong to a visible minority group. For these reasons, NCATE advocates that all teacher candidates must develop the skills and professional teaching dispositions to work effectively with students and families from diverse populations. Teacher candidates must develop the knowledge to work with diverse students and develop professional dispositions that value and respect student differences (NCATE, 2008). According to the New Mexico Higher Edu- cation Department (2008), the accreditation of institutions or programs in the United States has two fundamental purposes: to guarantee the qual- ity of the institution or program and to promote the improvement of the institution or program. NCATE has established a mechanism to facilitate the accreditation of quality teaching preparation programs (NCATE 2007). NCATE has developed six standards that are utilized during accreditation visits to evaluate teaching preparation programs. NCATE is respectful of the academic freedom of each institution it accredits. In this context, NCATE expects colleges of education to assess teacher candidate dispositions based on observable behaviors applied in P- 12 classroom settings. These observable behaviors need to show evidence that teacher candidates are ready to help all their students acquire knowledge in a caring, non-discriminatory and equitable manner. The standards NCATE utilizes are: (1) candidate knowledge, skills and professional dispositions, (2) assessment system and unit evaluation, (3) field experiences and clinical practice, (4) diversity, (5) faculty qualifications, performance and development, and (6) unit governance and resources (NCATE, 2008). The present study focuses on an assessment of the implementation of NCATE Standard 1: Candidate's Knowledge, Skills and Dispositions. NCATE (2007) Standard 1 requires that teacher candidates develop the skills and professional teaching dispositions necessary to: (a) develop the content knowledge to teach all their students, (b) develop the pedagogical knowledge to teach effectively, (c) demonstrate the belief that all students can learn, (d) demonstrate in an educational setting that they are able to meet the educational needs of all their students in a fair, caring, non-discriminatory and equitable manner, (e) understand the consequences of discrimination and be able to teach all their diverse learners, and (f) apply their skills and professional teaching dispositions in order to facilitate student learning. Professional Teaching Dispositions NCATE (2007) has identified professional teaching dispositions as the values, beliefs, and attitudes that teachers demonstrate while using non-verbal and verbal communication in their interactions with communities, colleges, families and students. The following overview highlights examples of studies on professional teaching dispositions. Collinson (1999) analyzed observable professional teaching dispositions in educational settings and concluded that excellent teachers, who apply ethics and dispositions while teaching, help their students to develop as independent thinkers. …" @default.
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• W298965114 date "2009-07-01" @default.
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• W298965114 title "Addressing Issues of Teaching Dispositions at Western New Mexico University" @default.
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