Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)

Autor/inn/en	Campbell, Conni; Ayala, Carlos Cuauhtémoc; Railsback, Gary; Freking, Frederick W.; McKenna, Corey; Lausch, David
Titel	Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)
Quelle	In: Teacher Education Quarterly, 43 (2016) 2, S.51-71 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Beginning Teachers; Teacher Attitudes; Performance Based Assessment; Licensing Examinations (Professions); Teacher Certification; Credentials; Teacher Surveys; Likert Scales; Decision Making; Reflective Teaching; Data Collection; Teaching (Occupation); Expectation; Mixed Methods Research; Coding; Educational Practices; Summative Evaluation; Statistical Significance; Time on Task; Validity; Emotional Response; Evidence Based Practice; California + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Leistungsermittlung; Studienbuch; Likert-Skala; Decision-making; Entscheidungsfindung; Data capture; Datensammlung; Teaching; Lehrberuf; Expectancy; Erwartung; Codierung; Programmierung; Bildungspraxis; Zeitaufwand; Gültigkeit; Emotionales Verhalten; Kalifornien
Abstract	The teaching performance assessment (TPA) seeks to measure the knowledge, skills, and competencies of teachers during the credential phase of their training. The TPA was introduced in California in 2004 with programs piloting it and then became mandatory for candidates enrolling in preliminary programs in 2008. Although California has multiple years of implementation with three approved TPA models, and despite the recent advent of edTPA as a national-level teaching performance assessment, many question whether the TPAs have value. The purpose of the present study was to examine newly employed teachers' perceptions of the value of TPAs. This study is the first to explore the experiences of candidates who were required to pass a TPA to earn a teaching license. Both quantitative and qualitative data were collected via a 10-question survey using a Likert scale and an opportunity for open-ended comments from 1,000 participants. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01