Supporting Teacher Candidates on the edTPA: How Rubric Conceptions Align Between Preservice Teachers and Evaluators

• In Event: 75.041 - Teacher Education Programs Address the Implementation of edTPA

Abstract

This study explored how to best support teacher candidates during the implementation of the edTPA through interviews with seven undergraduate pre-service science teachers. The study first explored how pre-service teachers’ conceptions of one rubric aligned to evaluator conceptions. The results suggested that teacher candidates focused on specific practices, whereas local evaluators looked for broad pedagogical strategies. Second, this study explored if the lesson sequence of the edTPA is a reflection of a typical lesson sequence during the internship. Interviews suggested the assessment is authentic and integrated in the everyday practices of candidates. Lastly, this study explored what supports helped candidates, and what further support would candidates have liked to receive. Interviews suggested that faculty expertise might provide some desired support.

Author

• Kelly Mills, University of Maryland - College Park