What Is the Underlying Conception of Teaching of the edTPA?

Autor/in	Sato, Mistilina
Titel	What Is the Underlying Conception of Teaching of the edTPA?
Quelle	In: Journal of Teacher Education, 65 (2014) 5, S.421-434 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487114542518
Schlagwörter	Teacher Evaluation; Performance Based Assessment; Validity; Construct Validity; Content Validity; Teacher Certification; Educational Philosophy; Educational Research; Educational Theories; Critical Theory; Standards; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Leistungsermittlung; Gültigkeit; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Kritische Theorie; Standard; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The edTPA, a nationally available performance assessment for teacher candidates, has recently been developed and implemented in teacher education programs across the United States. Advocates make arguments for the need for such an assessment while critics of standardized performance assessments point out the dangers of standardization. This article takes a step back from the arguments in support of or in opposition to the assessment and asks fundamentally what the underlying conception of teaching of the edTPA is. After examining conceptions of teaching articulated by scholars such as Nathanial Gage, Larry Cuban, Lee Shulman, Paulo Freire, and bell hooks, this article argues that the underlying conception of teaching of the edTPA is one of professional practice, not only at the individual level but also at the level of teaching as a collective enterprise. The conception of teaching argument is also connected to discussions of the validity arguments for the edTPA with specific attention to face validity, content validity, and construct validity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10