Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis

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

doi:10.1080/00131725.2020.1790705

Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis

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

Eastern Illinois University

Eastern Kentucky University
West Virginia University
University of Illinois Springfield
Ohio State University
Mason Gross School of the Arts, The State University of New Jersey, New Brunswick, New Jersey, USA
University of Illinois Urbana-Champaign

Producción científica › revisión exhaustiva

Idioma original	American English
Publicación	The Educational Forum
DOI	https://doi.org/10.1080/00131725.2020.1790705
Estado	Published - ago 18 2020

Disciplines

Political Science
Curriculum and Instruction

Acceder al documento

10.1080/00131725.2020.1790705Licencia: Unspecified

Otros archivos y enlaces

https://www.tandfonline.com/doi/full/10.1080/00131725.2020.1790705

Citar esto

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note = "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.",

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AU - Harrison, Dorian

AU - Cronenberg, Stephanie

AU - Parrish, Michael Lauren

AU - Parsons, Marilyn Johnston

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