Against the Script with edTPA: Preservice Teachers Utilize Performance Assessment to Teach outside Scripted Curriculum
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| Title: | Against the Script with edTPA: Preservice Teachers Utilize Performance Assessment to Teach outside Scripted Curriculum |
|---|---|
| Language: | English |
| Authors: | Ahmed, Kathryn Struthers (ORCID |
| Source: | Urban Education. Apr 2023 58(4):614-644. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Elementary School Teachers, Literacy, Teaching Methods, Performance Based Assessment, Licensing Examinations (Professions), Bilingual Students, Student Teaching, Poverty Areas, Urban Schools, Educational Policy |
| DOI: | 10.1177/0042085919873689 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | This article reports on how the policy context shaped the development of two elementary preservice teachers' (PSTs) literacy instructional practice. While student teaching emergent bilingual students in urban, high-poverty classrooms that utilized mandated scripted literacy curriculum, PSTs completed edTPA, a Teacher Performance Assessment, for their credential. Participants' edTPA lessons represented the only time PSTs taught literacy outside the mandated curriculum's script and in ways that were more aligned with their--and their teacher education program's--ideals. Findings from this study show that it might be possible for PSTs and teacher educators to appropriate edTPA for their own purposes. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1365352 |
| Database: | ERIC |
| Abstract: | This article reports on how the policy context shaped the development of two elementary preservice teachers' (PSTs) literacy instructional practice. While student teaching emergent bilingual students in urban, high-poverty classrooms that utilized mandated scripted literacy curriculum, PSTs completed edTPA, a Teacher Performance Assessment, for their credential. Participants' edTPA lessons represented the only time PSTs taught literacy outside the mandated curriculum's script and in ways that were more aligned with their--and their teacher education program's--ideals. Findings from this study show that it might be possible for PSTs and teacher educators to appropriate edTPA for their own purposes. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/0042085919873689 |
