ABSTRACT

This qualitative study focuses on elementary teacher candidates (TCs) at two United States university-based teacher preparation programs and their experiences with edTPA, a teacher performance assessment increasing in implementation nationwide. TCs from two public universities, in a state where edTPA bears a high-stakes connection to teaching licensure, were participants. Their perspectives of program supports that contributed to edTPA completion are emphasized. Findings suggest that particular supports within coursework and the student teaching practicum contributed to TCs’ feelings of success regarding edTPA completion, while certain gaps were hindrances. Implications are applicable to teacher education programs when considering structures that may or may not be necessary for supporting TCs with edTPA.

摘要

这项定性研究的重点是两个以美国大学为基础的教师准​​备计划的小学教师候选人 (TC) 及其在 edTPA 方面的经验，edTPA 是一种在全国范围内实施的教师绩效评估。来自两所公立大学的 TCs 是参与者，在该州 edTPA 与教学许可证具有高风险的联系。他们对有助于完成 edTPA 的计划支持的观点得到了强调。调查结果表明，课程作业和学生教学实习中的特殊支持有助于 TC 在完成 edTPA 方面取得成功，而某些差距是障碍。在考虑支持 edTPA 的 TC 可能需要或可能不需要的结构时，其含义适用于教师教育计划。