The Control, Content, and Consequences of edTPA: World Language Teacher Educators' Perceptions

Autor/inn/en	Hildebrandt, Susan A.; Swanson, Pete
Titel	The Control, Content, and Consequences of edTPA: World Language Teacher Educators' Perceptions
Quelle	In: Foreign Language Annals, 52 (2019) 3, S.670-686 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12415
Schlagwörter	Language Teachers; Teacher Attitudes; Second Language Learning; Second Language Instruction; Preservice Teachers; Performance Based Assessment; Teacher Education Programs; Portfolio Assessment; Beginning Teachers; Teacher Effectiveness; Standardized Tests; Test Content; Placement; Accountability; Power Structure; Advisory Committees; Professional Associations; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Leistungsermittlung; Portfoliobeurteilung; Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standadised tests; Standardisierter Test; Testaufgabe; Betriebspraktikum; Praktikum; Verantwortung; Beratungsstelle
Abstract	Implemented in almost 900 teacher education programs across 41 states and the District of Columbia, edTPA is marketed as a content-specific, standardized portfolio assessment of beginning teacher performance. However, concerns about edTPA and its content specificity are pervasive. To that end, the researchers surveyed teacher educators with World Language (WL) edTPA experience (N = 88) to ascertain their perceptions of the assessment, including its impact on teacher candidates, teacher education programs, and clinical placements as well as the resources required, support experienced, and consequences perceived as a result of its implementation. Using a framework of teacher education accountability, the researchers explored issues of control, content, and consequences related to power relationships and the WL edTPA, centering on the assessment's intended content specificity, while recounting an ACTFL task force's efforts in 2016 to influence the assessment's content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01