دورية أكاديمية
'Protected Teaching Spaces': Opportunities and Constraints When Teaching for the edTPA
| العنوان: | 'Protected Teaching Spaces': Opportunities and Constraints When Teaching for the edTPA |
|---|---|
| اللغة: | English |
| المؤلفون: | Karin Lohwasser, Caroline Long, Soo-Yean Shim, Mark Windschitl |
| المصدر: | Educational Evaluation and Policy Analysis. 2024 46(1):106-132. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) |
| Contract Number: | 1758264 1540678 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Performance Based Assessment, Preservice Teachers, Accountability, Equal Education, Accreditation (Institutions), Educational Policy, Teacher Certification, Clinical Experience, Preservice Teacher Education |
| Assessment and Survey Identifiers: | edTPA (Teacher Performance Assessment) |
| DOI: | 10.3102/01623737231162112 |
| تدمد: | 0162-3737 1935-1062 |
| مستخلص: | Preservice teacher performance assessments, such as the edTPA, are one of the accountability policies from states and local authorities designed to ensure the quality of beginning teachers and standardize teacher education. We studied experiences of 65 preservice teachers regarding the effect of the edTPA on their learning in field-placement classrooms. These cases revealed that the edTPA created "protected teaching spaces" for participants to experiment with student-centered instructional practices supported in university courses and codified in edTPA rubrics. This was especially impactful for novices who previously had limited opportunities to try out equitable reform-oriented instruction in their placements. In these cases, the edTPA also helped mitigate inequities in learning to teach, an unintended outcome that is important for policymakers to consider when deciding on credentialing requirements. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1408868 |
| قاعدة البيانات: | ERIC |
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