(In)visible power: A critical policy analysis of edTPA

Potter, David

doi:10.1080/10632913.2020.1744053

Cited by 5 publications

(1 citation statement)

References 55 publications

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“…Additionally, candidates who see the high-stakes nature of edTPA may strategically move into clinical settings that they feel will help them to pass the assessment. When these moves occur, they privilege particular ways of knowing and silencing others, including those that have traditionally been marginalized (Picower & Marshall, 2017;Potter, 2020). Additionally, they discount the importance of diverse teaching placements, which in turn can lead to a more diverse workforce.…”

Section: Connections With Epistemic Injusticementioning

confidence: 99%

edTPA implications for teacher education policy and practice: Representations of epistemic injustice and slow violence

Bernard¹,

Kaufman²,

Kohan³

et al. 2023

EPAA

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edTPA is a widely used teacher performance assessment. However, studies have raised concerns with its use. We conducted a study of candidates’ and faculty members’ perceptions of edTPA on their learning and performance. Analysis of responses revealed six themes: confusion about the meaning of “ready to teach”; interference with relationship building; narrowed responsive teaching practices; concern for placements’ impact on assessments; mistrust of evaluators’ understanding of their contexts; and increased barriers for marginalized candidates. Findings suggest that edTPA can be interpreted as perpetrating forms of “epistemic injustice” and “slow violence” that impede diversity in the profession. To realize the promise of a more diverse teacher workforce—equity for all students and justice for marginalized communities—teacher educators and policymakers must ensure that the ways in which they prepare and evaluate teachers are increasingly more relational, diverse, equitable, and just.

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Section: Connections With Epistemic Injusticementioning

confidence: 99%