Implementing an edTPA Task in an Elementary Mathematics Methods Course: Learning Experiences and Outcomes for Prospective Teachers

• In Event: Roundtable Session 13
  In Roundtable Session: Preservice Teachers' Emergent Understanding of Standards and Assessment

Abstract

This study examines effects of implementing a mock edTPA task on prospective elementary teachers’ perceptions of teaching effectiveness. Results from the Mathematics Teaching Efficacy Beliefs Instrument document a significant change in participants’ beliefs that they can effectively teach mathematics. Qualitative results illuminate participants’ growing confidence in their understanding of elementary mathematics, their ability to recognize and attend to children’s thinking, and their use of pedagogical tools and resources to support children’s learning.

Authors

• Tiffany Jacobs, Georgia State University

• Susan Swars Auslander, Georgia State University

• Marvin E. Smith, Kennesaw State University

• Stephanie Z. Smith, Georgia State University

• Kayla Myers, Georgia State University