Perceived Influence of Cooperating Teachers on edTPA Performance

Datos Bibliográficos

ID8937490
AutoresJennifer Behney (Youngstown State University, autor de correspondencia)
Año2016
Volumen49
Número2
Páginas271-286
Fecha de publicación2016-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/flan.12199
OpenAlexW2418530334
IdiomaEN
Citas recibidas11
Referencias citadas10

The Education Teaching Performance Assessment (edTPA) is a performance assessment of teacher effectiveness that is increasingly used to make decisions about licensure for teacher candidates, including candidates seeking certification in world languages. Because of the high‐stakes nature of this assessment, it is important to isolate and better understand the factors that may have an effect on teacher candidates' scores. This mixed‐methods study examined the results of a survey of 22 recent teacher candidates who completed the edTPA and of participant interviews with 13 of those candidates. Candidates' interview data were triangulated with data obtained from interviews with six cooperating teachers (CTs), survey data from seven CTs, and teacher candidates' scores on the edTPA. Teacher candidates perceived that aspects of their placement, including the amount of guidance provided by their CT, had an impact on their edTPA performance, particularly in the areas of target language use and communicative vs. grammar‐based approaches

Certification · Grammar · Licensure · Linguistics · Mathematics education · Medical education · Pedagogy · Teacher education · Teacher Preparation · Educational Systems and Policies · Psychology · Teacher Education and Assessments