Preservice Teachers' Adaptations to Tensions Associated with the edTPA during Its Early Implementation in New York and Washington States

Autor/inn/en	Meuwissen, Kevin W.; Choppin, Jeffrey M.
Titel	Preservice Teachers' Adaptations to Tensions Associated with the edTPA during Its Early Implementation in New York and Washington States
Quelle	In: Education Policy Analysis Archives, 23 (2015) 103, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Preservice Teachers; Student Teacher Evaluation; Performance Based Assessment; Teacher Certification; Accountability; Program Implementation; Educational Change; Interviews; Mixed Methods Research; Formative Evaluation; Mediation Theory; Educational Practices; Locus of Control; Educational Policy; Surveys; Adoption (Ideas); Coping; Social Networks; Discourse Analysis; Student Teacher Attitudes; Educational Quality; Teacher Effectiveness; Teacher Education; New York; Washington + Suchen Sie Ihr Suchwort? Leistungsermittlung; Verantwortung; Bildungsreform; Interviewing; Interviewtechnik; Mediationsverfahren; Bildungspraxis; Politics of education; Bildungspolitik; Survey; Umfrage; Befragung; Ideas; Ideenfindung; Bewältigung; Social network; Soziales Netzwerk; Diskursanalyse; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung
Abstract	The edTPA is a teaching performance assessment (TPA) that the states of New York and Washington implemented as a licensure requirement in 2013. While TPAs are not new modes of assessment, New York and Washington are the first states to use the edTPA specifically as a compulsory, high-stakes policy lever in an effort to strengthen the quality and accountability of teachers and teacher educators. This study examines 24 New York and Washington teaching candidates' experiences with the edTPA during its first year of consequential use for state certification. The data, drawn from qualitative interviews that were part of a larger mixed-methods study, reveal that preservice teachers had to mediate several tensions associated with the edTPA's dual role as a formative assessment tool and a licensure mechanism. In this paper, we identify those tensions, describe candidates' efforts to mediate them, and discuss the extent to which that mediation process may or may not contribute to the improvement of teachers' practices. Given the edTPA's positioning in a policy context--specifically, the potential for the assessment's locus of control, high stakes, and opaque rating process to distort the procedures it is intended to measure--the paper concludes with recommendations for teacher education programs aimed at capitalizing on the edTPA's benefits and mitigating its unproductive tensions. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01