Honawar asserted in 2008 that over the past decade, some controversy has existed over the term “dispositions” as a result of the word’s not having been previously clarified. Criticism has since swirled endlessly around the political interpretations of the word, as well as the difficulties faced by teacher colleges in addressing and assessing teacher-candidates' dispositions. NCATE, which changed its definition of dispositions (2007) in response to some of those concerns, now defines professional dispositions as: "professional attitudes, values, and beliefs demonstrated through both verbal and nonverbal behaviors as educators interact with students, families, colleagues, and communities".
The NCATE definition focuses on two dispositions in particular that it expects teacher-candidates to demonstrate:
Professional Dispositions. Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings. The two professional dispositions that NCATE expects institutions to assess are fairnessand the belief that all students can learn. Based on their mission and conceptual framework, professional education units can identify, define, and operationalize additional professional dispositions.
Loreman, Earle, Sharma, and Forlin (2007) did a review of existing instruments and developed a new measure for teacher dispositions for the successful inclusion of students in the general education setting. They also reviewed several instruments already in existence. The goal of Loreman and his colleagues’ research was to construct a single brief, reliable, and valid instrument that can be easily used and interpreted to help identify progress in three areas identified in the literature as being core values underlying the philosophy of inclusion (p. 150). These are:
(a) positive attitudes towards increased inclusion of students with disabilities,
(b) a high sense of teaching efficacy,
(c) a willingness and ability to adapt one’s teaching to meet the individual educational needs of students with disabilities (Martinez, 2003, p. 474).
Inclusive education involves students from a range of backgrounds and with diverse abilities learning with their peers in regular schools that adapt and change the way they work in order to meet the needs of all students. Inclusion is a philosophy based on a notion of social justice that advocates for equal access to all educational opportunities for all students regardless of the presence of difference. Loreman et al. (2007) offered a framework for inclusion by outlining “7 Pillars of Inclusion,” which are:
Addressing the need for the development of positive teacher attitudes, Loreman et al. wrote:
According to Murphy (1996) negative teacher attitudes towards inclusion, once developed, are extremely difficult to change. This highlights the importance of pre-service teacher education which engenders positive attitudes towards inclusive education in beginning teachers (Forlin et al., 2001; Loreman & Earle, in press; Murphy, 1996; Sharma, Forlin, Loreman, & Earle, 2006). Further, education graduates should be encouraged to continue with further education, not only as a matter of professional obligation, but also as a means to stay current with the latest developments in effective education for all. Research by Sharma, Ee, & Desai (2003) and Sharma et al. (2006) shows a correlation between positive attitudes towards inclusive education and teachers and pre-service teachers who have higher levels of education. The development of positive attitudes towards inclusive education needs to be tackled at all levels, from pre-service teacher education to experienced teachers in the field. While positive attitudes may do much to promote the success of an inclusive approach, negative attitudes will surely ensure its failure. (p. 25)
It is fair to draw the conclusion that the field of education is in a period of exploration and further research regarding the variables and theory that more fully articulates how a teacher’s effectiveness is linked to his or her beliefs and dispositions. Further analysis of the definition of dispositions is underway, and researchers are working to develop measures to more accurately assess the thought processes that match up with effective teaching practices. If as a teacher you believe you cannot be successful in teaching a particular student, or group of students, you will likely be right in your prediction. It will become a type of self-fulfilling prophecy. The point is that our beliefs as teachers do matter and influence us and our students in a variety of ways, helping to create either an upward or a downward spiral for our students (Stiggins, 1997).