Highlighting edTPA Academic Language in Physical Education

Martin, Ellen H.; Klinkenborg, Ann; Wetherington, Pamela

doi:10.1080/07303084.2018.1490221

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…Consequently, publications specifically focusing on the edTPA in the areas of physical and health education consist of primarily practitioner recommendations. Such non-empirical best-practice recommendations for PHETE include, understanding edTPA academic language (Davis & Wash, 2019;Martin, Klinkenborg, & Wetherington, 2018) and providing planning tips for TCs, CTs, and program faculty (Grant & Sanderson, 2016;Olson, O'Neil, & Sazama, 2019;Treadwell, Cameron, & Manson, 2017). The lack of empirical research on PHETE edTPA is conspicuous by its absence and needs to be addressed if TC preparation is to be enhanced within this field.…”

Section: Study Rationalementioning

confidence: 99%

Teacher candidate perceptions of the edTPA in physical and health education

Holden

Parkes

O’Leary

2020

Curriculum Studies in Health and Physical Education

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The purpose of this exploratory case study was to investigate physical and health education teacher candidate' s perceptions of factors influencing effective implementation of edTPA at one teacher preparation program in the Southeastern United States. The participants were six physical and health education teacher candidates who had recently completed the edTPA portfolio. In line with the principles of case study methodology data were collected through the application of a Qualtrics survey, followed by focus group and one-on-one interviews. NVivo 11 Pro software package was employed to analyse data using analytic induction and constant comparison techniques. The analysis revealed that the factors that influenced participant experiences of the edTPA fell into four themes: (a) tandem cooperating teachers and teacher candidates' edTPA learning, (b) essential faculty support, (c) boot camp workshop support, and (d) effective mock submissions. The study reveals that there are a number of strategic interventions that can improve the effectiveness of edTPA programs. These include, but are not limited to, targeted training for cooperating teachers, involving physical and health education faculty in boot camp workshops, and assigning mock edTPA assignments during methods courses.

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Section: Study Rationalementioning

confidence: 99%

Teacher candidate perceptions of the edTPA in physical and health education

Holden

Parkes

O’Leary

2020

Curriculum Studies in Health and Physical Education

View full text Add to dashboard Cite

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“…Publications specifically addressing edTPA in PE and health education have consisted primarily of practitioner recommendations. Such non-empirical, best-practice recommendations for PE and health education have included understanding edTPA academic language (Davis & Wash, 2019; Martin et al, 2018) and providing planning tips for TCs, CTs, and university faculty (Grant & Sanderson, 2016; Olson et al, 2019; Treadwell et al, 2017). A lack of empirical research regarding TC perceptions of edTPA in PE and health is conspicuous by its absence and must be addressed if TC preparation in this realm is to be enhanced.…”

Section: Introductionmentioning

confidence: 99%

“I Can Help Them Become Better Teachers, But I Can’t Help Them With Educative Teacher Performance Assessment”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment in Physical and Health Education

et al. 2022

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Utilizing a thematic analysis approach, this case study investigated cooperating teachers’ (CTs) knowledge and experience of the educative Teacher Performance Assessment (edTPA) in physical and health education. Participants were 14 certified physical education (PE) and/or health education CTs from a single school district in Alabama. Data were collected through one-on-one interviews; Nvivo software was employed to store, organize, and code the data, and data analysis utilized analytic induction and constant comparison techniques. Five themes emerged regarding edTPA preparation of these participants: (a) a lack of teacher training and resources, (b) receipt of informal information from teacher candidates (TCs), (c) perceptions of providing inadequate support, (d) CT experience with obtaining parental waivers and class recordings, and (e) a perceived edTPA tradeoff of increased stress for teacher development. There was a clear need in this district to: (a) better promote edTPA training opportunities, (b) consider compulsory edTPA training for CTs who supervised TCs, (c) share edTPA training handouts and resources with CTs, and (d) ensure that university faculty clearly communicate edTPA requirements to CTs.

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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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Highlighting edTPA Academic Language in Physical Education

Cited by 4 publications

References 3 publications

Teacher candidate perceptions of the edTPA in physical and health education

Teacher candidate perceptions of the edTPA in physical and health education

“I Can Help Them Become Better Teachers, But I Can’t Help Them With Educative Teacher Performance Assessment”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment in Physical and Health Education

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

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