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Home > Journals > GER > Vol. 14 > Iss. 2 (2018)

 

Abstract

Reference MS#1124

The case study intends to study edTPA as a measure for teacher readiness. The case study examined four first year teachers’ edTPA experience, performance, and their perspectives on edTPA as a tool to measure teacher readiness in light of their first year teaching experiences and TKES assessment results. Three research questions were used to guide the study: What were first year teachers’ edTPA experience and performance? What were first year teachers’ TKES assessment results? What were first year teachers’ perspectives on edTPA as a tool to measure teacher readiness? Four first year teachers in north GA participated in the study. These participants passed edTPA assessment prior to employment as full time teachers. The participants were interviewed individually. Six interview questions were used. Interviews were structured for about 45 min each. Data were recorded, transcribed, and coded for analysis to see trends, patterns, and themes. The results of the study indicated that edTPA did not measure all aspects of teacher readiness. Factors such as diversity, relationship building, collaboration were valued by participants as important for teacher readiness in the classroom. edTPA as an effectiveness tool to measure teacher readiness was uncertain. Discussion and future implications of the research results on edTPA to teacher preparation, teacher quality, and policy making were offered.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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