Investigating Teacher Candidates’ Perceptions of Preparedness for Teaching Using edTPA Criteria: A Q Methodology Study

• In Event: Roundtable Session 2
  In Roundtable Session: Emerging Themes in Educational Change: Shifting Roles, New Technologies, and Complexity

Abstract

The Teacher Performance Assessment (edTPA) is a content specific performance-based assessment designed for American teacher candidates to demonstrate their ability to engage students in authentic learning. Soon it could be the process used by more than twenty eight states to make initial teacher licensure decisions. Teacher education programs are challenged to prepare and support candidates through the process. This Q methodology study investigated candidates’ perceptions of preparedness in areas assessed by the edTPA. It factored responses of 46 teacher candidates into four typologies indicating that candidates perceived preparedness for basic skills, differentiation, motivation, and diverse learners. Responses also informed curriculum decisions in two early childhood integrated curriculum methods courses. The research protocol may also have global applicability.

Authors

• Jaclyn Prizant Gordon, The University of Akron

• Linda Collins, The University of Akron

• Lynn Kline