TEACHERS’ PERCEPTIONS OF EDTPA ON THEIR PRACTICE

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dc.contributor.advisorBrantlinger, Andrewen_US
dc.contributor.authorSeelke, John Louisen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2018-09-15T05:32:12Z
dc.date.available2018-09-15T05:32:12Z
dc.date.issued2018en_US
dc.description.abstractFor centuries, education policymakers have sought to identify the most effective way to assess a potential teacher’s readiness to enter the classroom. These assessments evolved from multiple choice examinations to performance-based assessments focused on teacher actions. The latest iteration of these performance-baed assessments is edTPA. edTPA’s structure mirrors that of the assessment for National Board Certification (NBC) designed for veteran teachers. The NBC assessment has shown to be educative for teachers who complete it, leading to positive changes in their post-assessment practice (Athanases, 1994; Hattie & Clinton, 2010; Sato, Darling-Hammond and Wei, 2008; Steeley, 2003). This study examines whether edTPA has similar educative impacts on early career teachers. Since edTPA is relatively new, little research has been completed on its impact on teacher practice. Most of the current literature on edTPA focuses on its implementation or on pre-service candidate perceptions of completing the assessment. This interview study also examines candidate perceptions but focuses on whether they felt completing edTPA was educative and impacted their current practice. This study includes twenty teachers who participated in two hour-long interviews given roughly six months apart. All of the participants were recent secondary mathematics education graduates from one university. This study is among the first studies of edTPA to include teachers who both completed edTPA and have been teaching for at least two years. Another unique strength of this study is that, prior to the second interview, candidates reviewed their actual edTPA portfolio to help recall components of the assessment and to potentially make clearer connections between edTPA and their current practices. The study results support the notion that edTPA can be educative and influence a teacher’s current practices around planning, instruction, and assessment. The level of influence that completing edTPA has on a teacher’s practices may be impacted by school or district policies that either hinder or support high-scoring edTPA practices. The results demonstrate how edTPA can not only be seen as a summative tool at the end of pre-service teaching, but also a formative tool that impacts the teaching practices of early career teachers.en_US
dc.identifierhttps://doi.org/10.13016/M28S4JS7W
dc.identifier.urihttp://hdl.handle.net/1903/21387
dc.language.isoenen_US
dc.subject.pqcontrolledEducation policyen_US
dc.subject.pqcontrolledTeacher educationen_US
dc.subject.pqcontrolledEducational evaluationen_US
dc.subject.pquncontrollededTPAen_US
dc.subject.pquncontrolledPre-service Teachersen_US
dc.subject.pquncontrolledTeacher Preparationen_US
dc.titleTEACHERS’ PERCEPTIONS OF EDTPA ON THEIR PRACTICEen_US
dc.typeDissertationen_US

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