Perceived Influence of Cooperating Teachers on edTPA Performance
Jennifer Behney (PhD, Michigan State University) is Assistant Professor of Italian and Second Language Acquisition and University Supervisor of World Language Student Teachers at Youngstown State University, Youngstown, OH.
Abstract
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.
Number of times cited: 3
- Troy L. Cox, Margaret E. Malone and Paula Winke, Future directions in assessment: Influences of standards and implications for language learning, Foreign Language Annals, 51, 1, (104-115), (2018).
- Cornelia V. Okraski and Scott P. Kissau, Impact of content‐specific seminars on candidate edTPA preparation and performance, Foreign Language Annals, 51, 3, (685-705), (2018).
- Scott Kissau, Laura C. Hart and Bob Algozzine, Investigating the Impact of edTPA Professional Development on Classroom Practice and Student Teaching Experience, Journal of Teacher Education, (002248711772170), (2017).
