چکیده (انگلیسی):

The purpose of this study was to determine whether there was a significant difference between the
perceived dispositions in pre-service teachers in urban settings versus non-urban settings. It was
also the intent of this study to describe the change in perceived dispositions throughout preservice teachers’ internship experiences. Graduate students (N=44) from a teacher education
program participated by providing responses to surveys, reflections, and focus groups. Final
Assessment (FA) grades were also gathered to validate responses. The nature of self-reported
data requires this study to collect both quantitative and qualitative data so that pre-service
teachers’ responses can be validated with their experience, which influenced the decision to
employ a mixed-methods design for this study. A triangulation mixed methods design (QUANT +
QUAL) was used. The quantitative analysis used a non-experimental comparative approach.
Inductive within deductive coding was used to analyze the journal responses and focus groups.
Template analysis (King, 2004) used pre-established codes based on the 10 INTASC Principles
and Dispositions Indicators (1992). Themes also emerged inductively and were identified
throughout the coding process.