Power, Agency, and edTPA: A Critical Case Study of Music Teacher Education

• In Event: Issues in Music Teacher Education

Abstract

In order to better understand edTPA’s impact on stakeholders over the past decade, this study investigated how stakeholders in a music teacher education program framed their own sense of power and agency with respect to the development and implementation of edTPA. Using a critical policy analysis framework, I researched a music teacher preparation program that has used edTPA since the initial pilot and has expressed support for the edTPA. The 15 participants included administrators, full-time faculty, part-time supervisors, and student teachers. Emerging themes included power, beliefs, and impact. Overall, tenured faculty and administration benefitted the most from edTPA while student teachers were the most negatively impacted. Recommendations include ending the high-stakes mandate, and cutting costs for student teachers.

Author

• David Potter, University of Wisconsin - Superior