A Disability Studies in Education Analysis of the edTPA Through Teacher Candidate Perspectives. (November 2017)

• Record Type: Journal Article
• Authors: Bacon, Jessica; Blachman, Sheila
• Other Names: Rice Nancy guest-editor.; Drame Elizabeth guest-editor.
• Is Part Of: Teacher education and special education. Volume 40:Number 4(2017:Nov.)
• Page Start: 278
• Page End: 286
• Publication Date: 2017-11
• Subjects: disability studies -- inclusion -- teacher preparation practices and outcomes -- edTPA -- educational policy -- teacher preparation policy/service delivery; Special education -- Periodicals; Special education teachers -- Training of -- Periodicals; Sonderpädagogik; Lehrerfortbildung; 371.9
• DOI: 10.1177/0888406417730110
• Languages: English
• ISSNs: 0888-4064

Abstract

This analysis of the Special Education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported the first groups of teacher candidates required to submit the edTPA for certification in New York State. Data were gathered over three semesters and included open-ended student surveys, student journals, and public documents. Findings describe (a) how the edTPA requirements impacted teacher candidate learning, (b) the emphasis on one focus learner in the exam, (c) the discourse and language demands in the edTPA, and (d) how the edTPA and videotaping impacted fieldwork. We describe these findings and discuss their implications for inclusive and Special Education as understood through a disability studies in education perspective.