Literaturnachweis - Detailanzeige
| Autor/in | Shin, Minsun |
|---|---|
| Titel | 'I Felt so Removed from Student Teaching': Shared Voices of Preservice Student Teachers Regarding the edTPA and Student Teaching |
| Quelle | In: Teaching Education, 32 (2021) 2, S.224-235 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Shin, Minsun) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1047-6210 |
| DOI | 10.1080/10476210.2020.1722630 |
| Schlagwörter | Student Teachers; Elementary School Teachers; Student Teacher Attitudes; Performance Based Assessment; Student Teaching; Reflective Teaching; Cooperating Teachers; New Jersey; edTPA (Teacher Performance Assessment) |
| Abstract | Guided by an inquiry as stance approach, this study aimed to explore the perspectives of early childhood and elementary pre-service student teachers on the impact of the edTPA (Teacher Performance Assessment) on their student teaching experiences. The analysis of an online open-ended questionnaire revealed that the claims made by the edTPA supports were paradoxical. Our participants shared the unforeseen effects of the edTPA on their student teaching experiences, such as the [non-]educative, [un]authentic, and [un]professional side of the edTPA. The findings of this study urge teacher educators, policy makers, and administrators to rethink and re-examine the edTPA requirement in the field to provide truly professional and educative experiences for all young children, student teachers, Cooperating Teachers (CT), staff, and the community. (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 | 2024/1/01 |
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