'It's Not That Easy to Solve': edTPA and Preservice Teacher Learning

Autor/inn/en	Paugh, Patricia; Wendell, Kristen Bethke; Power, Christine; Gilbert, Michael
Titel	'It's Not That Easy to Solve': edTPA and Preservice Teacher Learning
Quelle	In: Teaching Education, 29 (2018) 2, S.147-164 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2017.1369025
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Qualitative Research; Performance Based Assessment; Formative Evaluation; Summative Evaluation; Career Readiness; Professional Education; Knowledge Base for Teaching; Transformative Learning; Evaluation Methods; Educational Change; Professionalism; Educational Policy; Student Surveys; Focus Groups; Semi Structured Interviews; Teacher Surveys; Portfolio Assessment; Transcripts (Written Records); Classroom Environment; Reflection; Performance Factors; Barriers; Case Studies; College Faculty + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Leistungsermittlung; Berufsausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Transformation; Bildungsreform; Professionalität; Politics of education; Bildungspolitik; Schülerbefragung; Portfoliobeurteilung; Klassenklima; Unterrichtsklima; Leistungsindikator; Case study; Fallstudie; Case Study; Fakultät
Abstract	This three year qualitative study of a university pilot of the edTPA, a performance assessment for preservice teachers, questioned candidates' learning at the nexus of claims that the edTPA serves a dual role as both a formative assessment for candidates' ongoing learning as well as a summative assessment of their readiness to teach. The analysis highlighted affordances and constraints of the assessment in the areas of: (1) depth of professional learning, (2) differentiation for diverse learners, (3) focus on school, community and family context, (4) professional reflection within classroom realities, and (5) as an evaluation tool. The discussion positions the findings alongside other published implementation studies of the edTPA in terms of current reforms. It especially problematizes the positioning of preservice teachers as professional learners in light of pressures for compliance and standardization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01