Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates (n = 75) across eight teacher preparation programs (TPPs) in two states, we examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance. In the process, we contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.

中文翻译：

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审查各州 edTPA 政策实施的不同视角：好的、坏的和丑陋的

自 2009 年以来，教育教师绩效评估 (edTPA) 作为加强美国教师专业化的政策工具得到了迅速实施。然而，它的民族同化已成为教师教育工作者赞扬和批评的目标。在本文中，我们研究了这些不同的观点。强调管理人员、教职员工和教师候选人（n = 75）在两个州的八个教师准备计划 (TPP) 中的意义建构，我们研究了他们如何应对不同的 edTPA 政策设计和计划背景。结果表明，政策设计和计划差异都会影响这些利益相关者如何看待和实施 edTPA——无论是作为查询框架还是合规框架。进行中，