Agricultural Education Teacher Candidates' Perceptions of the edTPA

Teacher candidate perceptions of the edTPA in physical and health education

“…Prior research into the edTPA process has determined TCs perceive it to be overwhelming and confusing (Lunsford, Warner, Park, & Morgan, 2016;Margolis & Doring, 2013;Meuwissen, Choppin, Shang-Butler, & Cloonan, 2015). In addition, TCs have stressed that focusing on edTPA made them a better student but not necessarily a better teacher (Margolis & Doring, 2013).…”

“…Further to this, Behney (2016) observed that TCs perceived the amount of guidance provided by their cooperating teacher had an impact on their edTPA performance. Unfortunately, TCs typically reported a lack of support from CTs, especially during the early/pilot stages when both parties were learning about edTPA together (Burns et al, 2015;Lunsford et al, 2016). Heil and Berg (2017) report that TCs often experienced feeling detached from CTs and students which manifest as, a perceived loss of individuality, too much focus on teaching to the test, and feeling abandoned by university faculty.…”

“…The researchers primarily employed a qualitative approach for this exploratory case study. The research was split into two phases, and three sources of data collection consistent with prior edTPA research investigating TCs perceptions were utilised during the data collection period (see Behney, 2016;Heil & Berg, 2017;Lunsford et al, 2016). In phase one an anonymous online Qualtrics survey link that contained questions requiring quantitative and qualitative responses related to edTPA experiences was emailed to all eligible participants as part of the recruitment script.…”

“I Can Help Them Become Better Teachers, But I Can’t Help Them With Educative Teacher Performance Assessment”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment in Physical and Health Education

“…The Stanford Center for Assessment, Learning, and Equity (SCALE) and the American Association of Colleges for Teacher Education (AACTE) developed edTPA as the first nationally available, educator-designed performance assessment for TCs entering the profession (SCALE, 2016), and it is designed to be completed by TCs during their student teaching experience. Prior studies have identified concerns regarding the potential negative impact of edTPA on future teacher development (Margolis & Doring, 2013), including high unnecessary stress that it places on TCs (Burns et al, 2015; Lunsford et al, 2016; Margolis & Doring, 2013; Meuwissen et al, 2015) and ways it forces ‘teaching to the test’ (Greenblatt & O’Hara, 2015; Heil & Berg, 2017). When these problems are combined with the time demands required to complete edTPA, this assessment has been seen to negatively impact the overall student teaching experience (Clayton, 2018; Lunsford et al, 2016).…”

“…Prior studies have identified concerns regarding the potential negative impact of edTPA on future teacher development (Margolis & Doring, 2013), including high unnecessary stress that it places on TCs (Burns et al, 2015; Lunsford et al, 2016; Margolis & Doring, 2013; Meuwissen et al, 2015) and ways it forces ‘teaching to the test’ (Greenblatt & O’Hara, 2015; Heil & Berg, 2017). When these problems are combined with the time demands required to complete edTPA, this assessment has been seen to negatively impact the overall student teaching experience (Clayton, 2018; Lunsford et al, 2016).…”