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The study examines contributing experiences and supervisor behaviors that may shape these dispositions. Background literature links teacher preparation quality to policy requirements and emphasizes that knowledge and skills alone do not ensure dispositions are adopted and applied in classroom practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cimle-current-issues-in-middle-level-education-2012-171-12-18/599719/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cimle-current-issues-in-middle-level-education-2012-171-12-18/599719.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study determines middle level teacher candidates’ perceptions of their field experiences and how those experiences influence professional dispositions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which dispositions are emphasized as especially crucial?",{"text":117,"@type":113},"Collaboration and openness to culturally diverse people are highlighted as key dispositions for middle level educators.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of factors does the research examine to explain disposition development?",{"text":121,"@type":113},"The study examines specific field experiences and supervisor behaviors that may lead to the development of collaboration and openness to diversity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599719,1792089305,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CIMLE  \nCurrent Issues in Middle Level Education (2012) 17(1), 12-18  \nMiddle Level Teacher Candidates’ Perceptions of Field Experience  \nClaudia G. Whitley, Ed.D.  \nDawn Michelle Williams, Ed. D.  \nStephen F. Austin State University  \nThis We Believe (NMSA, 2010) advocated the training of teachers in programs designed to specifically prepare middle level teachers. Teacher education programs are challenged to provideinstruction in content, pedagogy and dispositions. Many colleges and universities have included field experience to enhance teacher dispositions among their teacher candidates. Two dispositions which are especially crucial for middle level educators are collaboration and openness. This qualitative study explored the perceptions of middle level teacher candidates as towhether field experiences actually enhanced their dispositions of collaboration and openness to diversity. The study also examined specific experiences and behaviors which might have resulted in the development of those dispositions.  \nThis WeBelieve (NMSA, 2010) emphasized the importance of teachers who value young adolescents and are prepared to teach them. No Child Left Behind (NCLB, 2002) mandated that schools provide highly qualified teachers in all core academic areas. It defined highly qualified teachers as (a) holding a minimum of a Bachelor’s degree, (b) obtaining full state certification, and (c) demonstrating competence in the subject area bypassing astate certification exam. Consequently, teacher education programs across the United States have been challenged by NCLB (2002), National Middle School Association (NMSA), and the National Council for Accreditation of Teacher Education (NCATE) to train teachers in content, pedagogy, and dispositions (NCATE, 2002) . This has led to an increased emphasis on the quality of teacher preparation programs throughout the nation (Darling-Hammond, 2006) .  \nEberly, Rand, & O’Conner (2007) defined a disposition asthe tendency of teacher candidates to respond in specific ways to specific circumstances. NCATE (2002) defined dispositionsas:  \nthevalues, commitments, and professional ethics that influencebehaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well asthe educator’sown professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice (p. 52) .  \nKatz (1993), in her seminal research, argued for inclusion of teacher dispositionsin teacher education programs because the acquisition of knowledge and skills alone did not guarantee dispositions would be used and applied. Helm (2006) reported field experiences were essential components in teacher preparation programs because they allowed candidates to observe dispositionsin the environment where they were being used.  \nNCLB (2002) changed the way schools operate. Campoy (1997) suggested if novice teachers were tobe effective inclosing  \nthe gaps in education they could not be trained in traditional, campus-bound programs where coursework was separated from actual teaching experience by time and distance. Consequently, teacher education programs were reviewed to ensure their programs were aligned with performance standards established by professional societies, accreditation agencies, and governmental bodies (Ledoux & McHenry, 2006). One method suggested for enhancing educational programs was the use of field experiences (Darling-Hammond, 2005) . Taking into account these ideas, many universities included field experiences in their teacher preparation programs. However, a question tobe explored is whether or not field experiences enhanced teacher dispositions.  \nStatement of the Problem  \nTeacher education programs have been challenged to assess and prepare middle level teachers in the area of professional dispositions (NCATE, 2002). Lund, Wayda, Woodard, and Buck (2007) acknowledged that in the","cbCaiiH8j8deDz7I","https://ap.wps.com/l/cbCaiiH8j8deDz7I","pdf",54293,"English","# Statement of the Problem\n# Purpose of the Study and Research Questions\n# Literature Review\n## Field experience\n## Collaboration\n## Openness to diversity","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study determines middle level teacher candidates’ perceptions of their field experiences and how those experiences influence professional dispositions.\"},{\"question\":\"Which dispositions are emphasized as especially crucial?\",\"answer\":\"Collaboration and openness to culturally diverse people are highlighted as key dispositions for middle level educators.\"},{\"question\":\"What types of factors does the research examine to explain disposition development?\",\"answer\":\"The study examines specific field experiences and supervisor behaviors that may lead to the development of collaboration and openness to diversity.\"}]","CIMLE - Current Issues in Middle Level Education - 2012 17(1) - 12-18 | PDF",18]