Multiple Perspectives on the State-Mandated Implementation of a High-Stakes Performance Assessment for Preservice English Teacher Candidates

Autor/inn/en	Chandler-Olcott, Kelly; Fleming, Sarah
Titel	Multiple Perspectives on the State-Mandated Implementation of a High-Stakes Performance Assessment for Preservice English Teacher Candidates
Quelle	In: Action in Teacher Education, 39 (2017) 1, S.22-38 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chandler-Olcott, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2016.1252703
Schlagwörter	High Stakes Tests; Student Teaching; Teacher Educators; Communities of Practice; Action Research; Teacher Certification; Mentors; Educational Change; Teacher Attitudes; Test Construction; Student Placement; Supervisors; English Teachers; Interviews; Licensing Examinations (Professions); New York + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Community; Projektforschung; Bildungsreform; Lehrerverhalten; Testaufbau; Schülerpraktikum; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik
Abstract	Drawing on situated learning and communities of practice, this teacher-research study examined multiple stakeholders' perspectives about the purpose, design, and inaugural implementation of the edTPA, a teacher performance assessment mandated for state certification. Participants included teacher candidates, mentor teachers, a field placement supervisor, and a teacher educator involved with one English education program. Data included edTPA-related documents, artifacts from a student-teaching seminar, and interviews. Findings indicated differences in perspective. Mentors had the most negative views and the least information about the assessment, as well as the most skepticism about its positioning within the state's reform agenda. Candidates and the field supervisor identified benefits and concerns about the impact on student teaching. The teacher educator expressed anger and fear related to the new mandate but, over time, identified some aspects of the assessment aligning with past practice. Implications for research and practice are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01