NotesFAQContact Us
Search Tips
ERIC Number: ED551191
Record Type: Non-Journal
Publication Date: 2012
Pages: 259
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-3701-4
Analysis of TPA Task 2: Instructing and Engaging Students--What Evidence Does the Teacher Performance Assessment Reveal about Science Education Teacher Candidates' Understanding of Inquiry-Based Instruction?
Billington, Barbara Lynne
ProQuest LLC, Ph.D. Dissertation, University of Minnesota
In secondary science, the 2011 Teacher Performance Assessment (TPA) was designed to represent a teacher candidate's ability to both apply their understanding of their science content knowledge and pedagogical content knowledge, and to allow the candidates to reflect on student learning. Specifically, Task 2 of the TPA requires teacher candidates to observe their students in action, and to reflect upon both the levels and types of student engagement present in their video. Inquiry-based instruction is a key component of educational reform in science. While scientific inquiry may be difficult for teacher candidates, this video-based commentary provides the opportunity for them to focus on developing an inquiry-based learning environment in their classroom. During the pilot year of the TPA, findings in this study revealed that teacher candidates' scores on the TPA were directly related to their ability to hear, understand, and evaluate the content of student conversations. Most candidates had appropriate views of inquiry-based instruction, and revealed strong reflective practice in both their written commentary and their reflective journal postings. However, the teacher candidates struggled to implement inquiry in meaningful ways, and to capture good evidence of inquiry-based instruction and student engagement for the TPA Task 2. Cross case analysis considered six teacher candidates' TPA scores, reflective journal postings, and semi-structured interviews. Four of the six candidates who were interviewed passed the TPA Task 2, and revealed rich descriptions of inquiry in their commentary, reflective journals and interviews, including all five essential features of inquiry. The two low-scoring candidates, however, had vague descriptions of inquiry, and left out one or more essential feature of inquiry. Additionally, one candidate maintained misunderstandings in their interview. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A