ERIC Number: EJ1043938
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
What Is the Underlying Conception of Teaching of the edTPA?
Journal of Teacher Education, v65 n5 p421-434 Nov-Dec 2014
The edTPA, a nationally available performance assessment for teacher candidates, has recently been developed and implemented in teacher education programs across the United States. Advocates make arguments for the need for such an assessment while critics of standardized performance assessments point out the dangers of standardization. This article takes a step back from the arguments in support of or in opposition to the assessment and asks fundamentally what the underlying conception of teaching of the edTPA is. After examining conceptions of teaching articulated by scholars such as Nathanial Gage, Larry Cuban, Lee Shulman, Paulo Freire, and bell hooks, this article argues that the underlying conception of teaching of the edTPA is one of professional practice, not only at the individual level but also at the level of teaching as a collective enterprise. The conception of teaching argument is also connected to discussions of the validity arguments for the edTPA with specific attention to face validity, content validity, and construct validity.
Descriptors: Teacher Evaluation, Performance Based Assessment, Validity, Construct Validity, Content Validity, Teacher Certification, Educational Philosophy, Educational Research, Educational Theories, Critical Theory, Standards, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Teacher Effectiveness
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A