View in EDS

Examining the Relationship between the Educative Teacher Performance Assessment and Preservice Teachers' Pedagogical Content Knowledge

Saved in:
Bibliographic Details
Title: Examining the Relationship between the Educative Teacher Performance Assessment and Preservice Teachers' Pedagogical Content Knowledge
Language: English
Authors: Reynolds, Wm. Matthew (ORCID 0000-0002-3946-7447), Park, Soonhye (ORCID 0000-0002-2167-4640)
Source: Journal of Research in Science Teaching. May 2021 58(5):721-748.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 28
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Performance Based Assessment, Pedagogical Content Knowledge, Scores, Portfolios (Background Materials), Science Teachers, Correlation
Assessment and Survey Identifiers: edTPA (Teacher Performance Assessment)
DOI: 10.1002/tea.21676
ISSN: 0022-4308
Abstract: This study examined the relationship between preservice teachers' Educative Teacher Performance Assessment (edTPA) scores, the most widely implemented preservice teacher performance assessment in the United States, and the pedagogical content knowledge (PCK) levels reflected in their edTPA portfolios. PCK is a specialized form of teacher professional knowledge widely considered a paramount construct of teacher quality. Thirty-six preservice science teachers' PCK levels were determined by analyzing their edTPA portfolios, including videos and written commentaries, with the PCK mapping approach, an enumerative analytical method capable of quantifying and visualizing the integration of PCK components. Data analysis indicates there was a significant positive correlation between participants' edTPA scores and their PCK levels (r[subscript s][36] = 0.949, p < 0.0001). Through further analysis, this study also identified several key features of preservice teachers' PCK revealed in their edTPA portfolios: (1) preservice science teachers' Knowledge of Student's Understanding (KSU) and Knowledge of Instructional Strategies and Representations (KISR) were the most developed components of PCK; (2) accounting for over 50% of all connections between PCK components, KSU, KISR, and Knowledge of Assessments were among the most frequently integrated components of PCK; (3) Knowledge of Science Curriculum was the least frequently integrated, and therefore the weakest, component of preservice teachers' PCK; and (4) inquiry was the most frequently mentioned, and typically the only Orientation toward Teaching Science found in participants' edTPA materials. This study contributes to the growing body of scholarship on the characteristics of preservice science teachers' PCK and becomes one of only a handful of empirical studies that examine the edTPA's diagnostic abilities. Finally, potential implications regarding the edTPA in science teacher education, as well as directions for future research surrounding preservice science teacher PCK and PCK development, are discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1291784
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1291784
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examining the Relationship between the Educative Teacher Performance Assessment and Preservice Teachers&#39; Pedagogical Content Knowledge
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Reynolds%2C+Wm%2E+Matthew%22&quot;&gt;Reynolds, Wm. Matthew&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-3946-7447&quot;&gt;0000-0002-3946-7447&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Park%2C+Soonhye%22&quot;&gt;Park, Soonhye&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-2167-4640&quot;&gt;0000-0002-2167-4640&lt;/externalLink&gt;)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Journal+of+Research+in+Science+Teaching%22&quot;&gt;&lt;i&gt;Journal of Research in Science Teaching&lt;/i&gt;&lt;/searchLink&gt;. May 2021 58(5):721-748.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Higher+Education%22&quot;&gt;Higher Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Postsecondary+Education%22&quot;&gt;Postsecondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Preservice+Teachers%22&quot;&gt;Preservice Teachers&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Performance+Based+Assessment%22&quot;&gt;Performance Based Assessment&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Pedagogical+Content+Knowledge%22&quot;&gt;Pedagogical Content Knowledge&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Scores%22&quot;&gt;Scores&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Portfolios+%28Background+Materials%29%22&quot;&gt;Portfolios (Background Materials)&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Science+Teachers%22&quot;&gt;Science Teachers&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Correlation%22&quot;&gt;Correlation&lt;/searchLink&gt;
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;SU&quot; term=&quot;%22edTPA+%28Teacher+Performance+Assessment%29%22&quot;&gt;edTPA (Teacher Performance Assessment)&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tea.21676
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4308
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the relationship between preservice teachers&#39; Educative Teacher Performance Assessment (edTPA) scores, the most widely implemented preservice teacher performance assessment in the United States, and the pedagogical content knowledge (PCK) levels reflected in their edTPA portfolios. PCK is a specialized form of teacher professional knowledge widely considered a paramount construct of teacher quality. Thirty-six preservice science teachers&#39; PCK levels were determined by analyzing their edTPA portfolios, including videos and written commentaries, with the PCK mapping approach, an enumerative analytical method capable of quantifying and visualizing the integration of PCK components. Data analysis indicates there was a significant positive correlation between participants&#39; edTPA scores and their PCK levels (r[subscript s][36] = 0.949, p &lt; 0.0001). Through further analysis, this study also identified several key features of preservice teachers&#39; PCK revealed in their edTPA portfolios: (1) preservice science teachers&#39; Knowledge of Student&#39;s Understanding (KSU) and Knowledge of Instructional Strategies and Representations (KISR) were the most developed components of PCK; (2) accounting for over 50% of all connections between PCK components, KSU, KISR, and Knowledge of Assessments were among the most frequently integrated components of PCK; (3) Knowledge of Science Curriculum was the least frequently integrated, and therefore the weakest, component of preservice teachers&#39; PCK; and (4) inquiry was the most frequently mentioned, and typically the only Orientation toward Teaching Science found in participants&#39; edTPA materials. This study contributes to the growing body of scholarship on the characteristics of preservice science teachers&#39; PCK and becomes one of only a handful of empirical studies that examine the edTPA&#39;s diagnostic abilities. Finally, potential implications regarding the edTPA in science teacher education, as well as directions for future research surrounding preservice science teacher PCK and PCK development, are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1291784
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1291784
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tea.21676
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 721
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Portfolios (Background Materials)
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: edTPA (Teacher Performance Assessment)
        Type: general
    Titles:
      – TitleFull: Examining the Relationship between the Educative Teacher Performance Assessment and Preservice Teachers' Pedagogical Content Knowledge
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Reynolds, Wm. Matthew
      – PersonEntity:
          Name:
            NameFull: Park, Soonhye
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 0022-4308
          Numbering:
            – Type: volume
              Value: 58
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Journal of Research in Science Teaching
              Type: main
ResultId 1