O que acontece depois do edTPA?

Autores

  • Kristen V. Napolitano Mercy College https://orcid.org/0000-0002-0248-8711
  • Meghan E. Marrero Mercy College
  • Amanda M. Gunning Mercy College
  • Latanya T. Brandon State University of New York, New Paltz
  • Jessica F. Riccio Teachers College, Columbia University

DOI:

https://doi.org/10.14507/epaa.30.6988

Palavras-chave:

formação de professores, certificação de professores, avaliação de desempenho, edTPA

Resumo

O processo de certificação de professores pode ser desgastante para educadores em início de carreira. Negociar a identidade do professor, completar as horas de trabalho de campo e navegar pelas expectativas institucionais podem estressar os candidatos a professores mais resilientes. Essas pressões são agravadas à medida que as avaliações de certificação de professores, como a edTPA, introduzem obstáculos adicionais para obter o licenciamento estadual. Este estudo aborda esses obstáculos examinando as histórias de um grupo diversificado de 14 professores em início de carreira enquanto refletem sobre a conclusão da edTPA e suas práticas de ensino atuais. Por meio de perspectivas socioconstrutivistas e enquadramento contínuo de aprendizagem profissional, interpretamos dados narrativos para examinar as discussões de professores em início de carreira sobre a conclusão do edTPA e o desenvolvimento de práticas pedagógicas. Esses 14 professores elucidaram que a natureza colaborativa de seu programa de preparação era essencial para a conclusão da avaliação, que a abordagem do programa para concluir a avaliação do portfólio os posicionou para pensar reflexivamente sobre sua prática e que as habilidades e ferramentas usadas no edTPA permaneceram úteis para durante toda a sua carreira docente. Sugerimos maneiras pelas quais os programas de preparação podem interpretar essa política de certificação de professores como um ponto de contato instrucional e podem limitar os recursos de gatekeeping dos exames de certificação por meio de colaboração, construção de capital e suporte a portfólios reflexivos. Este trabalho tem implicações para os formuladores de políticas em programas de formação e indução de professores.

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Biografia do Autor

Kristen V. Napolitano, Mercy College

Kristen Napolitano, PhD, is postdoctoral researcher and adjunct professor of secondary education at Mercy College in New York. She teaches courses in science education with a specialization in teacher education. Her research interests include teacher performance assessment, teacher education, teacher identity and agency, and professional development. Currently, she is working with Meghan E. Marrero and Amanda M. Gunning at the Mercy College Center for STEM Education on community-centered STEM initiatives and professional development programs for local school districts.

Meghan E. Marrero, Mercy College

Meghan Marrero, PhD, is a professor of secondary education at Mercy College, where she also co-directs the Mercy College Center for STEM Education, which seeks to provide access to STEM experiences for teachers, students, and families. Dr. Marrero was a 2018 Fulbright Scholar to Ireland, during which she implemented a science and engineering program for young learners and their families in Dublin. Her research interests include ocean science education and STEM education for students and K-12 teachers.

Amanda M. Gunning, Mercy College

Amanda M. Gunning, PhD, is an associate professor of science and STEM education at Mercy College. She teaches K-12 science methods, STEM pedagogy, and interdisciplinary science content courses for teachers. Her research interests lie in K-12 science teacher education; family learning of STEM; and the history of physics education. Gunning co-founded Mercy College’s Center for STEM Education, which she co-directs, providing outreach programs for K-12 students and teachers.

Latanya T. Brandon, State University of New York, New Paltz

Latanya Brandon, PhD (she/her/hers), is an Assistant Professor in the Department of Teaching and Learning at the State University of New York at New Paltz. Her work involves teacher education, collaboration with school districts and nonprofit organizations, and has been presented at multiple education conferences. Dr. Brandon's research interests lie at the intersection of teacher learning and leadership for equity in science education.

Jessica F. Riccio, Teachers College, Columbia University

Jessica F. Riccio, EdD, is a senior lecturer in the Department of Mathematics, Science and Technology at Teachers College, Columbia University. She directs the Preservice, Inservice and Residency Masters Programs in biology, chemistry, earth science and physics teacher certification for secondary school grades 7-12. She also co-directs a new doctoral specialization program in science teacher education. As current co-chair of the Teacher Education Policy Committee (TEPC) at the College, and Women in Science Forum Chair for the Association of Science Teacher Education (ASTE), Dr. Riccio works to confront issues of inequity in the STEM pathway.

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Publicado

2022-06-07

Como Citar

Napolitano, K. V., Marrero, M. E., Gunning, A. M., Brandon, L. T., & Riccio, J. F. (2022). O que acontece depois do edTPA?. Arquivos Analíticos De Políticas Educativas, 30, (80). https://doi.org/10.14507/epaa.30.6988

Edição

v. 30 (2022)

Seção

Articles

Licença

Copyright (c) 2022 Kristen Victoria Larson

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.