Breakers, Benders, and Obeyers: Inquiring into Teacher Educators' Mediation of edTPA

Autor/inn/en	Ratner, Andrew R.; Kolman, Joni S.
Titel	Breakers, Benders, and Obeyers: Inquiring into Teacher Educators' Mediation of edTPA
Quelle	In: Education Policy Analysis Archives, 24 (2016) 35, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Teacher Evaluation; Performance Based Assessment; Teacher Educators; Schools of Education; Program Implementation; Questionnaires; Semi Structured Interviews; Preservice Teachers; Scores; Urban Education; Educational Assessment; Accountability; Summative Evaluation; Readiness; Beginning Teachers; Case Studies; Public Schools; Educational Policy; Student Teaching; Teacher Certification; Teaching Methods; Educational Practices; New York + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Leistungsermittlung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Erziehungswissenschaftliche Fakultät; Fragebogen; Stadtteilbezogenes Lernen; assessment; Bewertungssystem; Verantwortung; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	This article reflects a qualitative exploratory inquiry into the lived experiences of faculty members working within a system of urban schools of education as they supported diverse teacher candidates in completing the Educative Teacher Performance Assessment (edTPA) during its first semesters of high-stakes implementation. Drawing upon questionnaire responses and semi-structured interviews, our findings demonstrate the disparity and variation in the level and kind of support offered to teacher candidates. We discuss the ways that the policy, stance, and the ethical, pedagogical, and logistical dilemmas teacher educators faced as they supported candidates intersected to shape the supports provided. Implications focus on utilization of such test scores for evaluating teacher preparation institutions, faculty relations, and the diversification of the teacher workforce. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01