Increased accountability demands are being placed on teacher preparation programs across the USA to demonstrate competencies of their teacher candidates. As a means of evaluating teacher candidates’ instructional effectiveness and readiness for their own classrooms, some programs are using standardized teacher performance assessments, with faculty navigating how to respond to these requirements while maintaining a focus on desired learning outcomes of methods courses. This study’s elementary teacher preparation program is located in one of the states recently requiring successful completion of the Elementary Education edTPA, which includes four tasks with one focused on mathematics (i.e., Math Task 4). A case study design was used to explore the preparation of teacher candidates (N = 51) for edTPA during a mathematics methods course emphasizing Cognitively Guided Instruction that included a simulated Math Task 4 assignment. The study specifically investigated changes in mathematical beliefs across the course and perspectives on engagement in the simulated Math Task 4. Data were collected via two belief surveys: an open-ended questionnaire and individual interviews of six participants. The quantitative findings show two important course intentions—that pedagogical beliefs would shift toward more cognitive alignment and teaching efficacy beliefs would increase—were not realized. The qualitative data provide insights into some of the struggles associated with edTPA, including pronounced anxiety and substantial misalignment with classroom placements, serving as a filter for learning and change during the course.

中文翻译：

---

小学教师候选人为高风险教师绩效评估做准备的案例研究

美国各地对教师准备计划提出了越来越高的问责制要求，以证明其教师候选人的能力。作为评估教师应聘者对自己教室的教学效果和准备程度的一种手段，一些计划正在使用标准化的教师绩效评估，同时教师在如何关注这些要求的同时导航着眼于方法课程的预期学习成果。该研究的小学教师预备课程位于最近需要成功完成基础教育edTPA的州之一，该课程包括四项任务，其中一项侧重于数学（即数学任务4）。案例研究设计用于探索教师候选人的准备（N = 51）的edTPA，它是在数学方法课程中强调认知指导的，其中包括模拟的Math Task 4作业。该研究专门调查了整个课程中数学信念的变化以及参与模拟数学任务4的观点。数据是通过两项信念调查收集的：开放式问卷和对六名参与者的单独访谈。定量的发现表明，两个重要的过程意图没有实现：教学信念将转向更多的认知一致性，教学效能信念将增加。定性数据提供了与edTPA相关的一些挣扎的见解，包括明显的焦虑和与教室布置的严重失调，可作为学习过程中学习和改变的过滤器。