Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA

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Abstract

This article reflects a qualitative exploratory inquiry into the lived experiences of faculty members working within a system of urban schools of education as they supported diverse teacher candidates in completing the Educative Teacher Performance Assessment (edTPA) during its first semesters of high-stakes implementation. Drawing upon questionnaire responses and semi-structured interviews, our findings demonstrate the disparity and variation in the level and kind of support offered to teacher candidates. We discuss the ways that the policy, stance, and the ethical, pedagogical, and logistical dilemmas teacher educators faced as they supported candidates intersected to shape the supports provided. Implications focus on utilization of such test scores for evaluating teacher preparation institutions, faculty relations, and the diversification of the teacher workforce.

 

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How to Cite
Ratner, A. R., & Kolman, J. S. (2016). Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA. Education Policy Analysis Archives, 24, 35. https://doi.org/10.14507/epaa.24.2112
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Author Biographies

Andrew R. Ratner, City College of New York, City University of New York (CUNY)

Andrew Ratner is an Assistant Professor of Secondary Education and director of the English Education program at The City College of New York in New York City. His interests include critical perspectives on literacy education and issues in urban teaching.  

Joni S. Kolman, City College of New York, City University of New York (CUNY)

Joni Kolman is an Assistant Professor of Teacher Education at The City College of New York (CUNY). Her research is situated at the intersection of urban teacher education, K-12 classroom practice, and education policy. Dr. Kolman’s teaching focuses on learning in clinical experiences, inclusive education, and elementary teaching.