Privilege, Praxis, and the edTPA

• In Event: 66.080 - Roundtable Session 26
  In Roundtable Session: 66.080-12 - Policy and Power

Abstract

The practical and ethical implications for implementing the edTPA are complex and significant. Drawing from discourse analysis of documents and websites, as well as personal experiences as teacher educators in New York State, the authors employ a conceptual approach and a Foucauldian framework of critique, arguing that the edTPA: privileges certain teaching placements; shifts the focus of student teaching to test preparation; privileges certain candidates and institutions of higher education; and makes assumptions about candidates’ technology access and skills.

Authors

• Deborah Greenblatt, City University of New York

• Kate E. O'Hara, New York Institute of Technology