Literaturnachweis - Detailanzeige
| Autor/in | Hébert, Cristyne |
|---|---|
| Titel | Assessment in the Clinical Experience: Student Teaching and the edTPA |
| Quelle | In: Teaching Education, 30 (2019) 4, S.415-436 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1047-6210 |
| DOI | 10.1080/10476210.2018.1505842 |
| Schlagwörter | Performance Based Assessment; Preservice Teachers; Student Teaching; Teacher Education Programs; Cooperating Teachers; Teacher Role; Guides; Student Teacher Supervisors; Power Structure; Elementary Secondary Education; Practicums; Student Role; Professional Autonomy; Summative Evaluation; Professional Identity; edTPA (Teacher Performance Assessment) |
| Abstract | This article examines the edTPA, an assessment for teacher candidates in the United States that, in traditional teacher education programs, is completed within a student teaching placement. Exploring literature that highlights the function of the placement and the role of the teacher education program and cooperating teacher in shaping the placement, this text engages in an analysis of edTPA handbooks to explore how the edTPA frames the clinical experience. Findings suggest that the edTPA mischaracterizes student teaching within the clinical experience as teaching, positioning candidates as autonomous agents over their practice and the student teaching classroom, while failing to adequately acknowledge both external restrictions imposed on candidates and the educational nature of the clinical experience. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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