'I felt so removed from student teaching': shared voices of preservice student teachers regarding the edTPA and student teaching. Issue 2 (3rd April 2021)

• Record Type: Journal Article
• Authors: Shin, Minsun
• Is Part Of: Teaching education. Volume 32:Issue 2(2021)
• Page Start: 224
• Page End: 235
• Publication Date: 2021-04-03
• Subjects: EdTPA -- preservice student teachers -- student teaching -- teacher assessment; Teachers -- Training of -- Periodicals; 370.11
• DOI: 10.1080/10476210.2020.1722630
• Languages: English
• ISSNs: 1047-6210

Abstract

ABSTRACT: Guided by an inquiry as stance approach, this study aimed to explore the perspectives of early childhood and elementary pre-service student teachers on the impact of the edTPA (Teacher Performance Assessment) on their student teaching experiences. The analysis of an online open-ended questionnaire revealed that the claims made by the edTPA supports were paradoxical. Our participants shared the unforeseen effects of the edTPA on their student teaching experiences, such as the [non-]educative, [un]authentic, and [un]professional side of the edTPA. The findings of this study urge teacher educators, policy makers, and administrators to rethink and re-examine the edTPA requirement in the field to provide truly professional and educative experiences for all young children, student teachers, Cooperating Teachers (CT), staff, and the community.