Implementación de estatal de edTPA en preparación para pruebas de alto riesgo: Un estudio de método mixto de las preocupaciones del coordinador de edTPA

Autores/as

  • Joyce E. Many Georgia State University
  • Ruchi Bhatnagar Georgia State University
  • Carla Tanguay Georgia State University
  • Shaneeka Favors-Welch Georgia State University
  • Clarice Thomas Georgia State University
  • Susan Ophelia Cannon Georgia State University
  • Tamra Ogletree University of West Georgia
  • Jihye Kim Kennesaw State University
  • Shannon Howrey Kennesaw State University
  • Sohyun An Kennesaw State University
  • Karen Kurz Berry College
  • Judi Wilson Augusta State University

DOI:

https://doi.org/10.14507/epaa.27.4460

Palabras clave:

política edTPA, etapas de preocupación, rendición de cuentas de la formación docente

Resumen

Este estudio examinó la implementación de la adopción de edTPA® de alto riesgo en un estado previo al uso consecuente de los puntajes de edTPA para la licencia de maestros. Usando un diseño de método mixto, investigamos las preocupaciones de los coordinadores responsables de implementar edTPA en sus instituciones. Utilizamos el Modelo de adopción basado en la preocupación (CBAM) para comprender las etapas de preocupación para los coordinadores de edTPA, la naturaleza de los desafíos que enfrentaron y las oportunidades de desarrollo profesional que alivian sus preocupaciones. Según la investigación de CBAM, la etapa de preocupación más común para los coordinadores de edTPA fue la gestión. Las entrevistas con los coordinadores revelaron la naturaleza de sus preocupaciones en diferentes etapas y cómo el tamaño de su institución y los recursos de apoyo en ciertos momentos pueden haber jugado un papel crucial en la definición de la implementación de edTPA en sus instituciones. El uso del marco CBAM ha permitido a los coordinadores de edTPA (a) comprender sus propias preocupaciones sobre la política de alto riesgo, (b) articular las complejidades involucradas en la implementación de iniciativas de edTPA, y (c) subrayar la importancia de relacionar las preocupaciones con oportunidades apropiadas para el desarrollo profesional y el apoyo para ellos mismos y la facultad.

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Biografía del autor/a

Joyce E. Many, Georgia State University

Joyce Many is a Professor and Associate Dean of Undergraduate Studies and Educator Preparation in the College of Education and Human Development at Georgia State University. Herresearch explores teacher education program effectiveness including factors impacting faculty and candidate perceptions and concerns and candidates’ performance and retention in the classroom. Dr. Many is the Series Editor of Contemporary Issues in Accreditation, Assessment and Program Evaluationwith Information Age Publishing. 

Ruchi Bhatnagar, Georgia State University

Ruchi Bhatnagar is a Clinical Assistant Professor and the assessment coordinator for the College of Education and Human Development at Georgia State University. Her research interests are: teacher education assessment, accountability, and educational policy.  

Carla Tanguay, Georgia State University

Carla Tanguay, Ph.D. is a clinical assistant professor in the Department of Early Childhood and Elementary Education at Georgia State University and the Associate to the Dean for Clinical Practice, supporting initial teacher preparation programs in the areas of teacher performance assessment and clinical practice. She serves on the Georgia edTPA Policy & Implementation Advisory Committee and is the Chair of the Assessment and Accreditation Committee in the College of Education and Human Development. Her scholarly interests include teacher development, teacher induction and retention, assessment, program evaluation, and educational policy.

Shaneeka Favors-Welch, Georgia State University

Shaneeka Favors-Welch is a doctoral student at Georgia State University in Teaching and Learning with a concentration in Teaching and Teacher Education. In 2008 she founded a non-profit, G.R.O.W.E (Giving Resources and Opportunities to Women through Education), dedicated to advancing women in STEM fields.  Her particular areas of interests are cultural asset pedagogies, decolonization theories, and critical quantitative methods. 

Clarice Thomas, Georgia State University

Dr. Clarice Thomas received her Ph.D. in Teaching and Learning with a focus on Teaching and Teacher Education from Georgia State University. Her research interests include narrative research of experiences with the school to prison nexus, equitable education for African American students, preservice teacher preparation in urban education, and qualitative research methodology.

Susan Ophelia Cannon, Georgia State University

Susan Ophelia Cannon, a doctoral graduate from Georgia State University, will be an assistant professor of Early Childhood/Middle Grades Education at Mercer University beginning in fall 2019. She works and thinks across the boundaries of mathematics and statistics education, qualitative inquiry, and teacher education. 

Tamra Ogletree, University of West Georgia

Dr. Tamra W. Ogletree is an Associate Professor and Program Coordinator of the Language and Literacy program in the Literacy and Special Education Department at the University of West Georgia. She is the founder and former Director of UWG’s Cherokee Rose Writing Project, which is an affiliate of the National Writing Project. She holds a PhD in Language and Literacy and a Certificate in Interdisciplinary Qualitative Research from the University of Georgia. Her research focus includes literacy education, teacher preparation, and qualitative methodology. 

 

Jihye Kim, Kennesaw State University

Jihye Kim, Ph.D. is an assistant professor of educational research at Kennesaw State University. Her current research lies in evaluating survey instruments’ validity and reliability in order to provide accurate identification of emotional and behavioral risk in middle and high school students.

Shannon Howrey, Kennesaw State University

Shannon Howrey is an Associate Professor of Reading and Literacy Education at Kennesaw State University. She teaches courses in literacy, curriculum, and instruction as well as coordinating the Ed.S. in Curriculum and Instruction program. Her research interests include the use of literature in developing pre-service teachers’ dispositions.

Sohyun An, Kennesaw State University

Sohyun An is an Associate Professor of Social Studies Education at Kennesaw State University in Kennesaw, Georgia, with research and teaching interests in issues related to racism, citizenship, immigration, and social justice within the context of social studies education. 

Karen Kurz, Berry College

Dr. Kurz has been a faculty member at Berry College Charter School of Education and Human Sciences since fall 1995 and served Assistant Dean for Graduate Studies in Education from 2001 to 2017. Her professional service has included Board of Examiner Georgia Professional Standards Commission, adjudicator for National Association for Sport and Physical Education, mentor National Board of Professional Teaching Standards portfolio development, Georgia Association of Colleges of Teacher Education President and Georgia Association of Independent Colleges of Teacher Education President. 

Judi Wilson, Augusta State University

Dr. Judi Wilson has served as a Department Chair, Associate Dean, and now serves as the Interim Dean of the College of Education at Augusta University. She taught elementary school and served as a primary, middle school, and district level administrator in Georgia. Judi Wilson received a B.A. in Education from Furman University, M.Ed. and Ed.S. degrees from The University of Georgia, and an Ed.D in Educational Administration from Georgia Southern University.

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Publicado

2019-10-09

Cómo citar

Many, J. E., Bhatnagar, R., Tanguay, C., Favors-Welch, S., Thomas, C., Cannon, S. O., Ogletree, T., Kim, J., Howrey, S., An, S., Kurz, K., & Wilson, J. (2019). Implementación de estatal de edTPA en preparación para pruebas de alto riesgo: Un estudio de método mixto de las preocupaciones del coordinador de edTPA. Archivos Analíticos De Políticas Educativas, 27, 122. https://doi.org/10.14507/epaa.27.4460

Número

Vol. 27 (2019)

Sección

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