This study concerns the nationally available, high-stakes, performance-based assessment for teacher candidates called the Educative Teacher Performance Assessment (edTPA) and its impact on visual arts teacher education in Wisconsin, where it is required for certification. Participants in this case study were 10 visual arts teacher educators at Wisconsin public universities who had taught art methods courses for art education majors and who had supervised teacher candidates in the edTPA era. Qualitative data were collected via online surveys and follow-up Skype interviews, and content was analyzed using a phenomenological method. The results showed that all participants had incorporated preparation for the edTPA in their art teacher education programs, but they also had had a variety of experiences and attitudes regarding the value of the assessment. The findings point to some tensions around the use of the edTPA as a measure of teacher readiness. Recommendations for research and policy are included.

中文翻译：

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edTPA对威斯康星州视觉艺术教师教育的影响

这项研究关注的是针对教师候选人的全国性，高风险，基于绩效的评估，称为“教育教师绩效评估（edTPA）”，它对威斯康星州视觉艺术教师的教育产生了影响，需要进行认证。该案例研究的参与者是威斯康星州公立大学的10位视觉艺术老师教育者，他们曾为艺术教育专业教授艺术方法课程，并在edTPA时代监督了应聘者。通过在线调查和后续的Skype采访收集定性数据，并使用现象学方法分析内容。结果表明，所有参与者都将edTPA的准备工作纳入了他们的艺术教师教育计划，但是他们对评估的价值也有各种各样的经验和态度。研究结果表明，在使用edTPA作为衡量教师准备情况的一种紧张状态。包括研究和政策建议。