Preparing Teacher Candidates to Address Academic Language for the edTPA: A Collaborative Teacher Educator’s Self Study
Location
Room 1002
Proposal Track
Practice Report
Session Format
Symposium
Abstract
One of the more challenging skills that preservice teachers will need to master in order to pass the edTPA–the new performance-based assessment that measures teacher candidates’ readiness to teach–is academic language. Academic language consists of several components- vocabulary, functions, discourse, and syntax, and in order to successfully complete the edTPA tasks, teacher candidates will need to be able to demonstrate how they will plan the opportunities (functions) for students to use language (vocabulary, syntax, and discourse) in their learning activities. The presenters–teacher educators who have piloted edTPA in clinical settings–will help participants better understand the components of academic language and will demonstrate strategies (in language arts, science, math, and social studies) that will support the effective use of academic language in their candidates’ learning activities.
Keywords
edTPA, Academic language, Preservice teachers, Teacher educators
Recommended Citation
Gillis, Bryan P.; Zong, Guichun; and Lim, Woong, "Preparing Teacher Candidates to Address Academic Language for the edTPA: A Collaborative Teacher Educator’s Self Study" (2014). Georgia Educational Research Association Conference. 19.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/19
Preparing Teacher Candidates to Address Academic Language for the edTPA: A Collaborative Teacher Educator’s Self Study
Room 1002
One of the more challenging skills that preservice teachers will need to master in order to pass the edTPA–the new performance-based assessment that measures teacher candidates’ readiness to teach–is academic language. Academic language consists of several components- vocabulary, functions, discourse, and syntax, and in order to successfully complete the edTPA tasks, teacher candidates will need to be able to demonstrate how they will plan the opportunities (functions) for students to use language (vocabulary, syntax, and discourse) in their learning activities. The presenters–teacher educators who have piloted edTPA in clinical settings–will help participants better understand the components of academic language and will demonstrate strategies (in language arts, science, math, and social studies) that will support the effective use of academic language in their candidates’ learning activities.
