“受保护的教学空间”:edTPA教学的机会与限制

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-04-10 DOI:10.3102/01623737231162112
K. Lohwasser, Caroline C. Long, Soo‐Yean Shim, M. Windschitl
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引用次数: 0

摘要

保护教师绩效评估,如edTPA,是各州和地方当局的问责政策之一,旨在确保初任教师的质量并使教师教育标准化。我们研究了65名职前教师关于edTPA对他们在实地安置教室学习的影响的经验。这些案例表明,edTPA为参与者创造了“受保护的教学空间”,让他们尝试在大学课程中支持并编入edTPA准则的以学生为中心的教学实践。这对那些以前在实习中尝试公平的改革导向教学的机会有限的新手来说尤其有影响。在这些情况下,edTPA也有助于缓解教学中的不公平现象,这是一个意想不到的结果,决策者在决定认证要求时必须考虑这一点。
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“Protected Teaching Spaces”: Opportunities and Constraints When Teaching for the edTPA
Preservice teacher performance assessments, such as the edTPA, are one of the accountability policies from states and local authorities designed to ensure the quality of beginning teachers and standardize teacher education. We studied experiences of 65 preservice teachers regarding the effect of the edTPA on their learning in field-placement classrooms. These cases revealed that the edTPA created “protected teaching spaces” for participants to experiment with student-centered instructional practices supported in university courses and codified in edTPA rubrics. This was especially impactful for novices who previously had limited opportunities to try out equitable reform-oriented instruction in their placements. In these cases, the edTPA also helped mitigate inequities in learning to teach, an unintended outcome that is important for policymakers to consider when deciding on credentialing requirements.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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