Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call?

Ressler, Mary Beth; King, Kathleen; Nelson, Heidi M.

doi:10.1057/978-1-137-56000-1_7

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Significant micro-political issues include faculty members with dissenting views of the philosophy of edTPA and concerns with Pearson Education Inc as an effective operational partner (Lys et al, 2014). Finally, Ressler et al (2017) report faculty felt encumbered by an increased workload caused by the edTPA. Teacher candidates who adopt the models they experience to successfully complete the edTPA may find teaching creativity and the implementation of higher order thinking skills inhibited (Sanholtz & Shea, 2012).…”

Section: The Edtpa As Required Evidence Of Teacher Candidate Competencymentioning

confidence: 99%

Intentional Mergers: Invitational Educational practices and high-stakes expectations

Dee¹,

Tran²

2021

JITP

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With the addition of the Educative Teacher Performance Assessment (edTPA) as a high-stakes, consequential standardized examination for teacher licensure, the practice of training new generations of educators using principles of Invitational Education (IE) Theory when making andragogic decisions arrives at an intersection. Teacher preparation programs preparing teacher candidates using methods and philosophies known to promote success in public school classrooms must now also support candidates’ development and submission of an edTPA portfolio. Documenting the utilization of IE theory, practices, and strategies the authors describe the impact upon an educator preparation process that institutes a program for success in an intentionally inviting manner.

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Section: The Edtpa As Required Evidence Of Teacher Candidate Competencymentioning

confidence: 99%

Intentional Mergers: Invitational Educational practices and high-stakes expectations

Dee¹,

Tran²

2021

JITP

View full text Add to dashboard Cite

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PETE Faculty’s Perspectives of edTPA: The Range of Change

Baxter

Sinelnikov

2022

Journal of Teaching in Physical Education

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Purpose: The purpose of this study was to explore the extent of changes taking place within the context, structure, and culture of university physical education teacher education programs facilitating high-stakes educative Teacher Performance Assessment policy. Method: Utilizing a multiple-case study design framed by analytical dualism, eight physical education teacher education faculty from eight different programs who had direct involvement in the high-stakes educative Teacher Performance Assessment process were investigated. Data from semi-structured individual interviews, focus group interviews, and documents were interpretively analyzed. Results: Faculty reacted in three distinct ways to the process of change: prevailers, conceders, or exceeders. The process appeared to be based upon an implementation continuum from isolation to internalization. Discussion/Conclusions: University programs have a responsibility to prepare effective physical education teachers who use the best practices for teaching. It is imperative for physical education teacher education faculty to reflect upon the impetus and impact of changes made to their programs.

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Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call?

Cited by 2 publications

References 3 publications

Intentional Mergers: Invitational Educational practices and high-stakes expectations

Intentional Mergers: Invitational Educational practices and high-stakes expectations

PETE Faculty’s Perspectives of edTPA: The Range of Change

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