Exploring Differences in Teacher Preparation by Content Area: edTPA Scores and Subject Matter Expert Perspectives

Autor/inn/en	Hover, Ashlee; Carter, Lando; Caukin, Nancy
Titel	Exploring Differences in Teacher Preparation by Content Area: edTPA Scores and Subject Matter Expert Perspectives
Quelle	In: Teacher Educator, 57 (2022) 2, S.175-197 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hover, Ashlee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2021.1974626
Schlagwörter	Performance Based Assessment; Preservice Teachers; Preservice Teacher Education; Majors (Students); Scores; Art Education; Music Education; Physical Education; English Instruction; History Instruction; Mathematics Instruction; Science Instruction; Differences; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Leistungsermittlung; Lehramtsstudiengang; Lehrerausbildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Musikerziehung; Körpererziehung; Sportunterricht; English langauage lessons; Englischunterricht; History lessons; Geschichtsunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterscheiden
Abstract	A mixed-methods study was used to investigate edTPA performance differences between teacher candidates majoring in different content areas (K-12 art, music, and physical education; and 6-12 English, history, math, and science) and differences in their teacher preparation for the purpose of reflecting and improving. There were no statistically significant differences in edTPA score means (total, planning, instruction, and assessment) between 241 former candidates by content area. According to the required edTPA passing scores set by the state and university in this study, the number of candidates who passed edTPA out of the total number of candidates in each content area was reported. To further explore these findings, interviews with university subject matter experts (SMEs) were conducted and revealed program differences between content area majors--specialized coursework, field experiences, and edTPA practice activities. In light of these findings, potential implications for teacher preparation programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01