Abstract:
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. Framed by Bandura’s social learning and self-efficacy theories, this collective case study addressed the gap in edTPA literature by exploring new teachers’ perceptions of the assessment as an 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? 2.) How do novice teachers perceive the edTPA process as an influence on their professional practices? A major outcome revealed that new teachers are using mastery experiences to build efficacy and honing their craft in spite of their 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.
