edTPA as educative, evaluative, and enduring professional tool for guiding teachers’ development?

ABSTRACT

The edTPA is an educative performance assessment designed to assess teacher readiness. It has gained momentum across the country; yet, it has often met with resistance from educators in various roles. This study addressed the gap in edTPA literature by exploring new teachers’ perceptions of the assessment as an educative and efficacious tool. The researchers explored: 1) What are novice teachers’ levels of self-efficacy regarding readiness to teach as measured by the edTPA Teacher Survey? and 2) How do novice teachers perceive the edTPA process as an influence on their professional practices? A major outcome revealed new teachers are using mastery experiences to build efficacy and hone their craft in spite of their edTPA experience. Recommendations include a re-tooling of the edTPA process with pre-service candidates to ensure meaningful long-term value and prompt in-service development for new teachers.

KEYWORDS:

• edTPA
• efficacy
• novice teachers
• teacher education
• teacher development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kathleen K. Wallace

Kathleen Wallace is an Assistant Professor in the Graduate School of Education at the University of Bridgeport (CT) where she serves as the Director of the Teacher Preparation Program and CAEP Coordinator. Dr. Wallace centers her research around preparing culturally competent educators and leaders. Prior to her work in higher education, Dr. Wallace spent 20 years in P–12 as a school principal, reading specialist and coach, and secondary English teacher.

Nancy DeJarnette is a Professor in the School of Education at Liberty University in Lynchburg, Virginia, where she serves as the Director of Accreditation and Assessment. Her research has focused on preservice teacher development and STEM education in the early years of PreK–8. She taught for 15 years at the elementary and middle school levels and now 16 years in teacher education at the university level.

Nancy K. DeJarnette

Nancy DeJarnette is a Professor in the School of Education at Liberty University in Lynchburg, Virginia, where she serves as the Director of Accreditation and Assessment. Her research has focused on preservice teacher development and STEM education in the early years of PreK–8. She taught for 15 years at the elementary and middle school levels and now 16 years in teacher education at the university level.