Perceived Influence of Cooperating Teachers on edTPA Performance. (1st June 2016)

• Record Type: Journal Article
• Authors: Behney, Jennifer
• Is Part Of: Foreign language annals. Volume 49:Number 2(2016:Summer)
• Page Start: 271
• Page End: 286
• Publication Date: 2016-06-01
• Subjects: assessment -- foreign language teacher education -- stakeholders -- student teaching; Languages, Modern -- Study and teaching -- Periodicals; 418.0071
• DOI: 10.1111/flan.12199
• Languages: English
• ISSNs: 0015-718X

Abstract

Abstract: The Education Teaching Performance Assessment (edTPA) is a performance assessment of teacher effectiveness that is increasingly used to make decisions about licensure for teacher candidates, including candidates seeking certification in world languages. Because of the high‐stakes nature of this assessment, it is important to isolate and better understand the factors that may have an effect on teacher candidates' scores. This mixed‐methods study examined the results of a survey of 22 recent teacher candidates who completed the edTPA and of participant interviews with 13 of those candidates. Candidates' interview data were triangulated with data obtained from interviews with six cooperating teachers (CTs), survey data from seven CTs, and teacher candidates' scores on the edTPA. Teacher candidates perceived that aspects of their placement, including the amount of guidance provided by their CT, had an impact on their edTPA performance, particularly in the areas of target language use and communicative vs. grammar‐based approaches.