Literaturnachweis - Detailanzeige
| Autor/inn/en | De Voto, Craig; Olson, Jennifer D.; Gottlieb, Jessica J. |
|---|---|
| Titel | Examining Diverse Perspectives of edTPA Policy Implementation across States: The Good, the Bad, and the Ugly |
| Quelle | In: Journal of Teacher Education, 72 (2021) 1, S.42-55 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (De Voto, Craig) ORCID (Gottlieb, Jessica J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4871 |
| DOI | 10.1177/0022487120909390 |
| Schlagwörter | Program Implementation; Teacher Evaluation; Teacher Effectiveness; Teacher Education Programs; Teacher Educators; Preservice Teachers; Teacher Attitudes; Administrator Attitudes; Student Attitudes; Stakeholders; State Policy; Inquiry; Compliance (Psychology); Organizational Climate; Institutional Mission; Performance Based Assessment; Illinois; Iowa; edTPA (Teacher Performance Assessment) |
| Abstract | Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates (n = 75) across eight teacher preparation programs (TPPs) in two states, we examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA--either as a framework for inquiry or compliance. In the process, we contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers. (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 | 2024/1/01 |
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