Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA

This article reflects a qualitative exploratory inquiry into the lived experiences of faculty members working within a system of urban schools of education as they supported diverse teacher candidates in completing the Educative Teacher Performance Assessment (edTPA) during its first semesters of hi...

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Bibliographic Details
Published in:Education policy analysis archives 2016-03, Vol.24 (35), p.35
Main Authors: Ratner, Andrew R., Kolman, Joni S.
Format: Article
Language:English
Subjects:
Accountability
Beginning Teachers
Case Studies
Educational Assessment
Educational Policy
Educational Practices
New York
Performance Based Assessment
Preservice Teachers
Program Implementation
Public Schools
Questionnaires
Readiness
Schools of Education
Scores
Semi Structured Interviews
Student Teaching
Summative Evaluation
Teacher Certification
Teacher Educators
Teacher Evaluation
Teaching Methods
Urban Education
Urban teacher education, educational evaluation/assessment, teacher educators, accountability
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Summary:This article reflects a qualitative exploratory inquiry into the lived experiences of faculty members working within a system of urban schools of education as they supported diverse teacher candidates in completing the Educative Teacher Performance Assessment (edTPA) during its first semesters of high-stakes implementation. Drawing upon questionnaire responses and semi-structured interviews, our findings demonstrate the disparity and variation in the level and kind of support offered to teacher candidates. We discuss the ways that the policy, stance, and the ethical, pedagogical, and logistical dilemmas teacher educators faced as they supported candidates intersected to shape the supports provided. Implications focus on utilization of such test scores for evaluating teacher preparation institutions, faculty relations, and the diversification of the teacher workforce. 
ISSN:1068-2341
1068-2341
DOI:10.14507/epaa.24.2112