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edTPA Perspectives: Connecticut’s Novice Teachers Reflect

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dc.contributor.author Wallace, Kathleen
dc.contributor.author DeJarnette, Nancy
dc.date.accessioned 2021-03-22T14:12:40Z
dc.date.available 2021-03-22T14:12:40Z
dc.date.issued 2021-04-09
dc.identifier.uri https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4419
dc.description.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. en_US
dc.language.iso en_US en_US
dc.subject Educative performance assessment en_US
dc.subject Self-efficacy en_US
dc.subject Social learning en_US
dc.title edTPA Perspectives: Connecticut’s Novice Teachers Reflect en_US
dc.type Other en_US
dc.institute.department School of Education en_US
dc.institute.name University of Bridgeport en_US
dc.event.location Bridgeport, CT en_US
dc.event.name Faculty Research Day en_US

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