edTPA as Educative, Evaluative, and Enduring Professional Tool for Guiding Teachers' Development?

Autor/inn/en	Wallace, Kathleen K.; DeJarnette, Nancy K.
Titel	edTPA as Educative, Evaluative, and Enduring Professional Tool for Guiding Teachers' Development?
Quelle	In: Teacher Development, 27 (2023) 5, S.647-663 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wallace, Kathleen K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2023.2254280
Schlagwörter	Faculty Development; Performance Based Assessment; Preservice Teachers; Beginning Teachers; Self Efficacy; Teacher Attitudes; Teacher Surveys; Teaching Methods; Mastery Learning; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Leistungsermittlung; Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The edTPA is an educative performance assessment designed to assess teacher readiness. It has gained momentum across the country; yet, it has often met with resistance from educators in various roles. This study addressed the gap in edTPA literature by exploring new teachers' perceptions of the assessment as an educative and efficacious tool. The researchers explored: 1) What are novice teachers' levels of self-efficacy regarding readiness to teach as measured by the edTPA Teacher Survey? and 2) How do novice teachers perceive the edTPA process as an influence on their professional practices? A major outcome revealed new teachers are using mastery experiences to build efficacy and hone their craft "in spite of" their edTPA experience. Recommendations include a re-tooling of the edTPA process with pre-service candidates to ensure meaningful long-term value and prompt in-service development for new teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01