Exploring Novice Teachers' Perceptions of edTPA as Indicator of Teaching Readiness
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Authors
Wallace, Kathleen K.
Issue Date
2021-01-17
Type
Thesis
Language
en_US
Keywords
edTPA , Novice teachers , Performance assessment , Self-efficacy , Teachers' perceptions , Teaching readiness
Alternative Title
Abstract
edTPA is an educative performance assessment designed to measure teacher readiness. It has gained momentum across the country; yet, it has met with resistance from educators in various roles. Previous studies have reported concerns that the assessment is a barrier to the profession and that it undermines the educational value inherent in the clinical placement experience. The literature also showed value in the process as it relates to creating a common framework for evaluating programs and candidates and cultivating feelings of collegiality. However, previous scientific research focused on perceptions of teacher candidates, university professors and certification officers, and mentor teachers. This collective case study utilized mixed methods research to address the gap in edTPA literature related to novice teachers’ perceptions of the assessment as an efficacious tool. The researcher examined two research questions: 1.) What are novice teachers’ levels of self-efficacy regarding readiness to teach as measured by the edTPA Teacher Survey? 2.) How do novice teachers perceive the edTPA process as an influence on their professional practices? Framed by Bandura’s social learning and self-efficacy theories, a Likert-type survey and semi-structured interviews were used to explore participants’ recollections of the edTPA process and its influence on their current practice. Results showed that new teachers have high levels of confidence related to teaching readiness, but that the edTPA process was not an influential factor. New teachers felt that the edTPA process was redundant and tedious, interfered with their clinical experience, and is not relevant to daily practice as classroom teachers. A major outcome revealed that new teachers are using mastery experiences to build efficacy and hone their teaching craft in spite of the edTPA experience. Recommendations include a re-tooling of the edTPA assessment and preparation process to ensure a more authentic experience and meaningful long-term value for new teachers.
Description
Citation
K.K. Wallace, "Exploring Novice Teachers' Perceptions of edTPA as Indicator of Teaching Readiness", Ph.D. dissertation, School of Education, Univ. of Bridgeport, Bridgeport, CT, 2021.