摘要：This article describes the results of a national survey of teacher preparation programs in the United States. It asks three major questions: (a) What strategies do programs use to promote and teach the dispositions they desire in preservice teachers? (b) What strategies are used relatively, commonly? and (c) How do institutions perceive the effectiveness of the strategies they use to promote and teach dispositions? The purpose is to fill a void in the scholarship about the promotion of desired dispositions, the means by which this is done, and institutions’ perceptions of perceived effectiveness, not to recommend or compare strategies.
