Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis

Authors

Alexis Jones
Stacey J. Korson, Eastern Kentucky UniversityFollow
Natasha C. Murray-Everett
Meghan A. Kessler
Dorian Harrison
Stephanie Cronenberg
Michael Lauren Parrish
Marilyn Johnston Parsons

Author ORCID Identifier

Sara Incerahttps://orcid.org/0000-0001-9124-9204

Department

Psychology

Document Type

Article

Publication Date

4-5-2019

Abstract

The edTPA, a recent example of a teacher candidate assessment, has influenced how teacher education classes are taught and how teacher candidates are learning. We describe three tensions present in candidate narratives during two separate years of edTPA implementation: attention to the edTPA rubrics vs. the student teachers’ real teaching, a focus on Pearson vs. the teacher education program, and candidates’ feelings of being monitored during the process rather than mentored.

Recommended Citation

Jones, Alexis; Korson, Stacey J.; Murray-Everett, Natasha C.; Kessler, Meghan A.; Harrison, Dorian; Cronenberg, Stephanie; Parrish, Michael Lauren; and Parsons, Marilyn Johnston, "Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis" (2019). EKU Faculty and Staff Scholarship. 608.
https://encompass.eku.edu/fs_research/608

Journal Title

The Educational Forum