PETE Faculty’s Perspectives of edTPA: The Range of Change

Baxter, Deborah S.; Sinelnikov, Oleg A.

doi:10.1123/jtpe.2020-0133

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…When it came in being an interpreter of data both participants highlighted that accreditation data and recruitment/retention data were the two main areas of importance. Unsurprisingly, interpreting edTPA data was also a major part of Rosie's role (Baxter & Sinelnikov, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Favorable and unfavorable components of the university conditions consist of access to quality facilities and equipment, the amount of time in PETE, the quality of cooperating teachers and school placements, edTPA and national and state standards (Baxter & Sinelnikov, 2022;Merrem & Curtner-Smith, 2018;Parkes et al, 2022;Parkes & Weimer, 2020;Woods & Ayers, 2019). In addition, conditions such as the number of faculty lines, low student enrollment in PETE COORDINATORS V3.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Influence of Secondary Organizational Socialization on How Physical Education Teacher Education Program Coordinators Execute Their Administrative Roles and Responsibilities

Parkes

Brunsdon

O’Leary

2023

Journal of Teaching in Physical Education

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The purpose of this study was to investigate the influence of secondary organizational socialization on how physical education teacher education program coordinators execute their administrative roles and responsibilities. Two female program coordinators located within the United States were individually interviewed and provided documentation for analysis. Data analysis was conducted using analytic induction and constant comparison techniques. Both participants acted as customizers, persuaders, and interpreters. The factors influencing the socialization of physical education teacher education coordinators were department faculty, college administration, student enrollment data, and cooperating teacher feedback. Although working at very different institutions, the roles, responsibilities, and socialization influences for both participants were similar. In addition, and despite the prevalence of low enrollments and the educative teacher performance assessment, program coordinators appeared to negate these issues and were effective in executing their administrative roles and responsibilities. These findings would be of interest to those interested in and/or currently maintaining administrative positions in physical education teacher education.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Influence of Secondary Organizational Socialization on How Physical Education Teacher Education Program Coordinators Execute Their Administrative Roles and Responsibilities

Parkes

Brunsdon

O’Leary

2023

Journal of Teaching in Physical Education

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Early career physical educators’ perceived efficacy, effectiveness, and emotional experience: a comparison between edTPA and non-edTPA completers

Carey,

Simonton

2024

Curriculum Studies in Health and Physical Education

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Integrating edTPA into Physical Education Teacher Education: Teacher Educators’ Perceptions and Experiences in Preparing Teacher Candidates

Olsen,

Wyant,

Tsuda

et al. 2024

Journal of Teaching in Physical Education

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Purpose: In the United States, 15 states maintain policies and 25 states represent some level of edTPA affiliation. This study investigated how the edTPA was integrated and aligned into different physical education teacher education (PETE) programs in New Jersey. It also sought to understand teacher educators’ perceptions and experiences in preparing teacher candidates for the edTPA. Methods: This study utilized three data sources: semistructured interviews (n = 4), one focus group interview (n = 1), and documents (n = 17). Data analysis reflected a conventional approach toward qualitative content analysis. Results: In analyzing the data, four themes were established: (a) benefits and drawbacks of edTPA in PETE, (b) goals and success of edTPA in PETE, (c) integrating edTPA into PETE—macro- and microperspectives, and (d) analytic insights into edTPA and future recommendations. Discussion/Conclusion: In states requiring the edTPA, early exposure, scaffolding, curriculum mapping, and a shared mission and vision are critical. In states not requiring the edTPA, programs may want to consider indicators of performance, such as artifacts, reports, elements of the edTPA, university-based assessments, or a portfolio. Regardless of the type of assessment, “a” performance-based assessment may help to determine teacher candidates’ ability to plan, instruct, assess, and reflect.

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PETE Faculty’s Perspectives of edTPA: The Range of Change

Cited by 3 publications

References 20 publications

Influence of Secondary Organizational Socialization on How Physical Education Teacher Education Program Coordinators Execute Their Administrative Roles and Responsibilities

Influence of Secondary Organizational Socialization on How Physical Education Teacher Education Program Coordinators Execute Their Administrative Roles and Responsibilities

Early career physical educators’ perceived efficacy, effectiveness, and emotional experience: a comparison between edTPA and non-edTPA completers

Integrating edTPA into Physical Education Teacher Education: Teacher Educators’ Perceptions and Experiences in Preparing Teacher Candidates

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