رسالة جامعية
A Mixed-Methods Study on the Impact of edTPA on Teacher Preparedness, Perceptions, and Performance
| العنوان: | A Mixed-Methods Study on the Impact of edTPA on Teacher Preparedness, Perceptions, and Performance |
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| اللغة: | English |
| المؤلفون: | Stephen Walker, Thomas Oglesby, David Woods |
| المصدر: | ProQuest LLC. 2022Ed.D. Dissertation, Lipscomb University. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 227 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Career Readiness, Teacher Attitudes, Teacher Effectiveness, Performance Based Assessment, Scores, Preservice Teachers, Private Colleges, Small Colleges, Christianity, Religious Colleges |
| Assessment and Survey Identifiers: | edTPA (Teacher Performance Assessment) |
| ردمك: | 979-83-575-7686-6 |
| مستخلص: | The purpose of this mixed-methods research study was to examine the relationships between edTPA and teacher preparedness, perceptions, and performance and to determine whether differences existed in edTPA scores based on preparation path. Participants in this research consisted of 518 teachers who graduated from a small private Christian College of Education during the school years 2018-2019, 2019-2020, and 2020-2021. Researchers began with the entire accessible population from the College of Education. However, the participants were limited to those candidates with matched data. Researchers used four instruments to examine the impact edTPA has had on teacher preparedness (edTPA), perceptions (Rookie Teacher Education Survey and the edTPA Survey), and performance (TVAAS). Additionally, researchers gathered data through interviews. The findings of this study highlight whether the edTPA assessment prepares teachers to be effective in the classroom. Findings showed only the edTPA assessment subcomponent was a significant predictor of effectiveness. Experiences within the job-embedded preparation path may have better prepared teachers for edTPA. Participants believed there was a gap in edTPA and what they were required to do in the classroom; therefore, they perceived that edTPA did not prepare them to be more successful in the classroom. Recommendations for further practice include states reconsidering using edTPA as a certification requirement for educators, universities ensuring the skills and practices required by edTPA are prevalent, examining alternative pathways, and looking to increase cooperating teachers' support of future teacher candidates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29996911 |
| رقم الأكسشن: | ED649368 |
| قاعدة البيانات: | ERIC |
| ردمك: | 979-83-575-7686-6 |
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