An Examination of the EeTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness

Autor/inn/en	Russell, Victoria; Davidson Devall, Kelly F.
Titel	An Examination of the EeTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness
Quelle	In: Foreign Language Annals, 49 (2016) 3, S.479-501 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12209
Schlagwörter	Portfolios (Background Materials); Pedagogical Content Knowledge; Correlation; Teacher Education; Mentors; Native Language; Language Teachers; Scores; Summative Evaluation; Language Proficiency; Preservice Teachers; Second Language Learning; Second Language Instruction; Student Evaluation; Spanish; Elementary Secondary Education; Teacher Certification; English (Second Language); Academic Discourse; Supervisors; Tests; Knowledge Base for Teaching; Student Teachers; Georgia + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Korrelation; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulnote; Studentische Bewertung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Discourse; Diskurs; Examination; Prüfung; Examen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	The authors examined the outcomes on several measures of world language teacher preparedness, including university- and state-mandated summative evaluations and the edTPA portfolio assessment, for seven world language teacher candidates during their final semester of clinical practice. The candidates were enrolled in an initial certification program (Spanish P-12) at the same university in Georgia. The results revealed that edTPA scores were not well aligned with mentor teachers' and supervisors' evaluations on the university-wide instrument and that measures of teacher content knowledge and target language proficiency did not correlate well with candidates' edTPA scores. The disparity between edTPA scores and other measures of teacher preparation was most apparent for the two nonnative English speakers. The findings suggest that candidates whose primary language is not English may need additional support with academic English. Moreover, the present study found that candidates, mentors, and supervisors lacked an understanding of how the various university, state, and national assessments fit together to measure the knowledge, skills, and dispositions that are necessary for effectively teaching a world language. Training on the content and purpose of the edTPA may be needed so that stakeholders understand the benefit of having a national-level view of candidates' knowledge and skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01