Assessing Opportunities for Culturally Relevant Teacher Preparation: An Analysis of Preservice Teacher Performance Assessment

• In Event: Examining the Impact of edTPA on Teacher Candidates’ Preparation

Abstract

In this current era of accountability there is an overwhelming feeling of too many policies and initiatives and not enough focus on what matters in teaching. For many, what matters most includes having a teaching force that is highly skilled at teaching students from diverse backgrounds and experiences. This paper examines opportunities for culturally relevant pedagogy (CRP) in edTPA, a new, nationally available preservice teacher performance assessment. Using a mixed methods design, commentary prompts were analyzed using an extended CRP framework. Findings show that the edTPA Mathematics Handbook provides significant opportunities for teacher candidates to demonstrate presence or absence of CRP elements their practice. This is particularly relevant in the context of today’s increasingly diverse classrooms.

Authors

• Maria E. Hyler, University of Maryland - College Park

• Laura S. Yee, University of Maryland & Georgetown Day School

• Roderick LaMar Carey, University of Maryland - College Park

• Saroja R. Barnes, Am. Assoc. of Colleges for Teachers