TY - JOUR
T1 - Beliefs about Teaching (BATS2)-Construction and Validation of an Instrument based on InTASC Critical Dispositions
AU - Lang, W. Steve
AU - Moore, LaSonya
AU - Wilkerson, Judy R.
AU - Parfitt, Christopher M.
AU - Greene, Jackie
AU - Kratt, Diane
AU - Martelli, C. Dawn
AU - LaPaglia, Kyle
AU - Johnston, Vickie
AU - Gilbert, Shelby
AU - Zhang, Jason
AU - Fields, Lynette
N1 - Lang, W. S., Moore, L., Wilkerson, J. R., Parfitt, C. M., Greene, J., Kratt, D., ... & Zhang, J. (2018). Beliefs about Teaching (BATS2)-Construction and Validation of an Instrument based on InTASC Critical Dispositions. International Journal of Learning, Teaching and Educational Research, 17(8).
PY - 2018/1/1
Y1 - 2018/1/1
N2 - A team of researchers at two institutions revised and analyzed a battery of instruments to assess the Critical Dispositions (InTASC, 2013) required in the CAEP (2016a) accreditation standards for teacher education programs. This research presents initial findings for the revised version updating previous results from validity and reliability studies of the first version (Wilkerson & Lang, 2011). An in-depth study of one of the instruments, now in two forms, is presented. Version 2 was necessary because the standards providing an operational definition of the construct measured were updated. In this study, data were collected from teacher education students, in service teachers, and pre-school teachers (Form A = 1072; Form B = 372). Item analysis using Rasch modeling, results of a qualitative review of specific teacher candidates across multiple measures, and student/program improvement uses are discussed. The results indicated that evidence of validity and reliability is maintained in the new version, and student disposition measures were diagnostic and logical for students of different training and experience.
AB - A team of researchers at two institutions revised and analyzed a battery of instruments to assess the Critical Dispositions (InTASC, 2013) required in the CAEP (2016a) accreditation standards for teacher education programs. This research presents initial findings for the revised version updating previous results from validity and reliability studies of the first version (Wilkerson & Lang, 2011). An in-depth study of one of the instruments, now in two forms, is presented. Version 2 was necessary because the standards providing an operational definition of the construct measured were updated. In this study, data were collected from teacher education students, in service teachers, and pre-school teachers (Form A = 1072; Form B = 372). Item analysis using Rasch modeling, results of a qualitative review of specific teacher candidates across multiple measures, and student/program improvement uses are discussed. The results indicated that evidence of validity and reliability is maintained in the new version, and student disposition measures were diagnostic and logical for students of different training and experience.
KW - Education English-medium instruction ICT Internship STEM active learning e-learning education language integrated learning learning needs analysis online learning pre-service teachers professional development self-efficacy self-regulation student strategi
UR - https://digitalcommons.usf.edu/fac_publications/3646
UR - http://ijlter.org/index.php/ijlter/article/view/1219
UR - https://digitalcommons.usf.edu/fac_publications/3681
UR - http://ijlter.org/index.php/ijlter/article/view/1219/pdf
M3 - Article
JO - Default journal
JF - Default journal
ER -