Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment

Challenges and Constraints of Implementation

Authors

  • Belete Mebratu, PhD Medaille College
  • Kelly Ahuna, PhD University at Buffalo, State University of New York

DOI:

https://doi.org/10.18733/cpi29483

Abstract

The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.

Author Biographies

Belete Mebratu, PhD, Medaille College

Belete Mebratu is a Professor of Education at the Department of Education of Medaille College. His areas of research interests include teacher education, curriculum studies, international education, policy studies, quality and reforms in education.

Kelly Ahuna, PhD, University at Buffalo, State University of New York

Kelly Ahuna is the Director of Office of Academic Integrity at the University at Buffalo, State University of New York. Prior to this, she was an Associate Professor and Program Director for the Elementary and Adolescent Education Programs at Medaille College. Her past work and academic interests have centered around applied critical thinking, culturally responsive pedagogy, and student success.

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Published

2021-05-15