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ERIC Number: EJ1176958
Record Type: Journal
Publication Date: 2014
Pages: 3
Abstractor: As Provided
ISSN: EISSN-1936-7384
edTPA: An Assessment That Reduces the Quality of Teacher Education
Chiu, Stephanie
Working Papers in TESOL & Applied Linguistics, v14 n1 p28-30 2014
As one of the first students in my TESOL teacher education program to complete my edTPA submission, I recently shared my experience with a class where the majority of the students were at the beginning of their program. Afterwards, one of my classmates expressed that while my presentation was informative, it was also very depressing. My student teaching seminar this past semester should have been one of the most valuable and insightful experiences of my teacher development program. My class consisted of peers whom I have grown to respect over the course of our program, and a legendary professor who is able to espouse the ideals of teaching and working with emergent bilinguals and their families, while also tackling the realities of teaching in an urban public school. Nonetheless, my peers and I ended the semester describing our edTPA-focused student teaching seminar not as "inspiring" or "practical for our teaching," but rather as "painful" and "as smooth as possible" considering the circumstances.
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A