Writing as Representation(s) of Practice: Literacy Practices, Genre, and the edTPA

• In Event: 34.080 - Poster Session 7
  In Poster Session: 34.080-1 - Division K Section 5 Poster Session 1

Abstract

Abstract: This study positions teacher performance assessments (TPA’s) as professional genres that employ literacy practices as means of high stakes evaluation. The emphasis on written representation(s) of teacher knowledge and practices within a standardized and mandated genre raises interesting questions about the relationships between literacy practices, teacher identities, and teacher learning. This qualitative study explores the opportunities and limitations of writing within this genre as they relate to elements of authentic assessment, induction into professional communities, and burgeoning teacher identities. Findings suggest that the strong potential for TPA’s to serve as learning tools may be constrained by the discourse and structure of the genre itself.

Author

• Lindsay M Stoetzel, University of Wisconsin - Madison