Impact of the edTPA on teacher candidates’ perceptions of preparedness to teach
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Authors
DeJarnette, N.K.
Moeller, J.
Wallace, K.K.
Issue Date
2022-03-28
Type
Other
Language
en_US
Keywords
Teacher candidates , Assessment , edTPA , Readiness , Diversity
Alternative Title
Abstract
This case study situated at a private University in the northeastern United States explored the impact of the edTPA assessment and preparation process as an embedded component of the University’s educator preparation program. The study tracked 59 graduate level candidates from entry in the program through candidate licensure. The researchers examined the impact of the edTPA preparation process on teacher candidates’ perceptions of their readiness to teach in comparison to their actual readiness to teach as indicated by their edTPA portfolio score. The University’s School of Education has 30% ethnic diversity, thus a second research question compared perceptions of readiness to teach of Candidates of Color to those of White peers. Framed by Bandura’s (1977) self-efficacy theory, this study contributes to the research on the edTPA as an efficacious and inclusive evaluation tool particularly within diverse schools of education.