Putting PACT in Context and Context in PACT: Teacher Educators Collaborating around Program-Specific and Shared Learning Goals

Autor/inn/en	Stillman, Jamy; Anderson, Lauren; Arellano, Adele; Wong, Pia Lindquist; Berta-Avila, Margarita; Alfaro, Cristina; Struthers, Kathryn
Titel	Putting PACT in Context and Context in PACT: Teacher Educators Collaborating around Program-Specific and Shared Learning Goals
Quelle	In: Teacher Education Quarterly, 40 (2013) 4, S.135-157 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Educators; Teacher Collaboration; Teacher Education Programs; Performance Based Assessment; Student Teacher Evaluation; Eligibility; Credentials; High Stakes Tests; Standardized Tests; Educational Quality; Debate; Capacity Building; Evidence; Intervention; Context Effect; Educational Practices; Praxis; Testing Programs; California + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Leistungsermittlung; Eignung; Studienbuch; Standadised tests; Standardisierter Test; Quality of education; Bildungsqualität; Debating; Streitgespräch; Evidenz; Bildungspraxis; Kalifornien
Abstract	One of the more noteworthy developments in university-based teacher education today is the proliferation of preservice teacher assessment, and in particular, teacher performance assessment (TPA). Indeed, more than 160 teacher education programs in more than 25 states recently adopted the edTPA, a Stanford University developed teacher performance assessment tool (formerly the Teacher Performance Assessment Consortium or TPAC), to determine teacher candidates' eligibility for a teaching credential (AACTE, 2012a). The scaling up of teacher performance assessment is taking place in the face of an increasingly negative discourse about and growing scrutiny of university-based teacher education and has therefore generated strong reactions from the teacher education community. Some leaders in the field have endorsed the edTPA, arguing, for example, that it will offer teacher educators evidence of candidates' abilities to facilitate K-12 student learning and bring credibility to the profession (AACTE, 2012b; Darling-Hammond & Hyler, 2013; Hollins, 2012). Others have voiced concern about, for example, potential threats to program quality and faculty professionalism posed by edTPA's status as a high-stakes assessment, as well as its partnership with Pearson-a for-profit education corporation (Au, 2013; Sawchuk, 2013; Winerip, 2012). This article describes the efforts of a collective of seven teacher educators, representing three of California's many university-based teacher education programs, to respond with agency to some of the opportunities and concerns presented here. While we are able to identify some of the key differences between candidates' degrees of contextualization, we are left with more questions than answers. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01