Against the Script with edTPA: Preservice Teachers Utilize Performance Assessment to Teach outside Scripted Curriculum

Autor/in	Ahmed, Kathryn Struthers
Titel	Against the Script with edTPA: Preservice Teachers Utilize Performance Assessment to Teach outside Scripted Curriculum
Quelle	In: Urban Education, 58 (2023) 4, S.614-644 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahmed, Kathryn Struthers)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085919873689
Schlagwörter	Preservice Teachers; Elementary School Teachers; Literacy; Teaching Methods; Performance Based Assessment; Licensing Examinations (Professions); Bilingual Students; Student Teaching; Poverty Areas; Urban Schools; Educational Policy + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsermittlung; Teaching practice; Unterrichtspraxis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Politics of education; Bildungspolitik
Abstract	This article reports on how the policy context shaped the development of two elementary preservice teachers' (PSTs) literacy instructional practice. While student teaching emergent bilingual students in urban, high-poverty classrooms that utilized mandated scripted literacy curriculum, PSTs completed edTPA, a Teacher Performance Assessment, for their credential. Participants' edTPA lessons represented the only time PSTs taught literacy outside the mandated curriculum's script and in ways that were more aligned with their--and their teacher education program's--ideals. Findings from this study show that it might be possible for PSTs and teacher educators to appropriate edTPA for their own purposes. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01