Confirmatory factor analysis of scores on the Clinical Experience Rubric - A measure of dispositions for preservice teachers

摘要

This study examines the underlying structure of the Clinical Experience Rubric (CER), which is designed to assess preservice teachers' dispositions during the clinical experiences. Dispositions were conceptualized as being a multidimensional construct with three related factors: (a) professionalism, (b) teaching quality, and (c) relationship with others. In the study, 320 preservice teachers were rated by their cooperating teacher on the CER. A confirmatory factor analysis, based on a three-factor model, was performed through LISREL. The results suggest the three-factor model is a reasonable fit and is a significant improvement in fit over a one-factor model.