The Use of Dispositions in Preservice Art Teacher Evaluation

Abstract

Art teacher candidates are evaluated on their dispositions for teaching at various programmatic intervals through the use of checklists and rubrics. Current methods do not fully consider the relationship between an art teacher candidate’s inner life (hopes, dreams, beliefs, emotions, feelings, and values) and their practice. Further scrutiny of the criteria and methods used to evaluate art teacher candidates is necessary. Metaphor and a focus on dispositions associated with the heart are proposed strategies for art teacher candidates to connect their inner life with their practice, and to advance the notion of teaching art as complex, transformative, and even artful.