Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis

Alexis Jonesa Department of Teaching, Learning, and Foundations, Eastern Illinois University, Charleston, Illinois, USACorrespondence[email protected]

Stacey J. Korsonb Department of Curriculum and Instruction, Eastern Kentucky University, Richmond, Kentucky, USA

Natasha C. Murray-Everettc Department of Curriculum and Instruction/Literacy Studies, West Virginia University, Morgantown, West Virginia, USA

Meghan A. Kesslerd Department of Teacher Education, University of Illinois Springfield, Springfield, Illinois, USA

Dorian Harrisone Department of Teaching and Learning, The Ohio State University, Newark, Ohio, USA

Stephanie Cronenbergf Mason Gross School of the Arts, The State University of New Jersey, New Brunswick, New Jersey, USA

https://orcid.org/0000-0002-5820-4183

Michael Lauren Parrishg Academic and Student Services, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA

Marilyn Johnston Parsonsh Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA

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Abstract

The edTPA, a recent example of a teacher candidate assessment, has influenced how teacher education classes are taught and how teacher candidates are learning. We describe three tensions present in candidate narratives during two separate years of edTPA implementation: attention to the edTPA rubrics vs. the student teachers’ real teaching, a focus on Pearson vs. the teacher education program, and candidates’ feelings of being monitored during the process rather than mentored.

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Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis

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Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis

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