Year: 2026
Type: article
Abstract: This article describes how teacher educators can intentionally model and embed evidence-based instructional and behavioral practices to cultivate professional dispositions essential for effective teaching while supporting teacher preparation accreditation. It argues that faculty can intentionally foster professional dispositions by having preservice teachers experience the same practices they will later be expected to implement in their own classrooms (i.e., High-Leverage Practices and Positive Behavioral Interventions and Supports). Practical guidance is provided for defining and reinforcing clear expectations, delivering timely and descriptive feedback, and embedding varied opportunities to respond to increase engagement and reinforce professional behaviors throughout coursework. Additionally, group contingencies and token economies are presented as forms of experiential learning through which preservice teachers simultaneously participate in and learn to implement evidence-based behavioral systems that support collaboration, accountability, and professional dispositions.
DOI: 10.33043/ekmebucme4e
Author: Brianna Grumstrup
Institution: University of Maine at Farmington
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7223794711