A Case Study of Elementary Teacher Candidates' Preparation for a High Stakes Teacher Performance Assessment

Autor/inn/en	Swars Auslander, Susan; Smith, Stephanie Z.; Smith, Marvin E.; Myers, Kayla
Titel	A Case Study of Elementary Teacher Candidates' Preparation for a High Stakes Teacher Performance Assessment
Quelle	In: Journal of Mathematics Teacher Education, 23 (2020) 3, S.269-291 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-018-09422-z
Schlagwörter	Elementary School Teachers; High Stakes Tests; Preservice Teacher Education; Teacher Competencies; Performance Based Assessment; Mathematics Instruction; Methods Courses; Teaching Methods; Attitude Change; Student Attitudes; Self Efficacy; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Leistungsermittlung; Mathematics lessons; Mathematikunterricht; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Increased accountability demands are being placed on teacher preparation programs across the USA to demonstrate competencies of their teacher candidates. As a means of evaluating teacher candidates' instructional effectiveness and readiness for their own classrooms, some programs are using standardized teacher performance assessments, with faculty navigating how to respond to these requirements while maintaining a focus on desired learning outcomes of methods courses. This study's elementary teacher preparation program is located in one of the states recently requiring successful completion of the Elementary Education edTPA, which includes four tasks with one focused on mathematics (i.e., Math Task 4). A case study design was used to explore the preparation of teacher candidates (N = 51) for edTPA during a mathematics methods course emphasizing Cognitively Guided Instruction that included a simulated Math Task 4 assignment. The study specifically investigated changes in mathematical beliefs across the course and perspectives on engagement in the simulated Math Task 4. Data were collected via two belief surveys: an open-ended questionnaire and individual interviews of six participants. The quantitative findings show two important course intentions--that pedagogical beliefs would shift toward more cognitive alignment and teaching efficacy beliefs would increase--were not realized. The qualitative data provide insights into some of the struggles associated with edTPA, including pronounced anxiety and substantial misalignment with classroom placements, serving as a filter for learning and change during the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01