Teacher preparation and preservice evaluation practices in the US have seen increasing influence from social efficiency and productivity logics. While analyses of the impacts of such neoliberal ascendancies are diverse and numerous, this article focuses closely on the impact of neoliberalism in preservice teacher evaluation and its impact on new teacher development. In particular, the teacher candidates who participated in this study shared their experiences with and perceptions of the edTPA, a relatively new, standardized portfolio licensure assessment published by Pearson, Inc. Analysis of qualitative case study data found that the regulatory influence of external surveillance created tensions with teacher candidates’ desire to learn and grow whilst completing their evaluation materials. Furthermore, analysis found that these candidates’ critical perspectives implicated their completion of evaluation materials. When more critical of neoliberal influences in evaluation policy, candidates’ materials were constructed in a performative manner.

中文翻译：

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教师评估的表演法：两名职前教师和edTPA

在美国，教师的准备和职前评估实践已受到社会效率和生产力逻辑的越来越大的影响。尽管对这种新自由主义的举止的影响的分析是多种多样的，但本文密切关注新自由主义对职前教师评估的影响及其对新教师发展的影响。尤其是，参加这项研究的教师候选人与edTPA分享了他们的经验和看法，edTPA是由Pearson，Inc发布的相对较新的，标准化的投资组合许可评估。对定性案例研究数据的分析发现，外部监督的监管影响产生了与教师候选人在完成他们的评估材料时学习和成长的愿望的紧张关系。此外，分析发现，这些候选人的批判性观点暗示他们完成了评估材料。当在评估政策中对新自由主义的影响更为挑剔时，应聘者的材料将以一种有表现力的方式构建。