A Disability Studies in Education Analysis of the edTPA through Teacher Candidate Perspectives

Autor/inn/en	Bacon, Jessica; Blachman, Sheila
Titel	A Disability Studies in Education Analysis of the edTPA through Teacher Candidate Perspectives
Quelle	In: Teacher Education and Special Education, 40 (2017) 4, S.278-286 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406417730110
Schlagwörter	Disabilities; Student Teacher Attitudes; Special Education; Student Teaching; Teacher Certification; Student Surveys; Student Journals; Inclusion; Educational Policy; Delivery Systems; Exit Examinations; Graduation Requirements; Language Proficiency; Field Experience Programs; Qualitative Research; New York + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching practice; Unterrichtspraxis; Schülerbefragung; Studentenzeitung; Inklusion; Politics of education; Bildungspolitik; Auslieferung; Final examination; Abschlussprüfung; Abschlussordnung; Language skill; Language skills; Sprachkompetenz; Praxisnahes Lernen; Qualitative Forschung
Abstract	This analysis of the Special Education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported the first groups of teacher candidates required to submit the edTPA for certification in New York State. Data were gathered over three semesters and included open-ended student surveys, student journals, and public documents. Findings describe (a) how the edTPA requirements impacted teacher candidate learning, (b) the emphasis on one focus learner in the exam, (c) the discourse and language demands in the edTPA, and (d) how the edTPA and videotaping impacted fieldwork. We describe these findings and discuss their implications for inclusive and Special Education as understood through a disability studies in education perspective. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01