Abstract
This chapter builds on prior chapters’ examinations of the impact of the edTPA in the content areas of mathematics, English, and social studies in order to consider the overall affordances and constraints of edTPA for teacher preparation. It addresses the broader implications of mandated performance assessments on pedagogy, research, and scholarship in teacher education, guided by the following questions: What are the implications of the current interrelatedness between policy, privatization, professionalization, and performance assessments of teachers? What are the relationships between performance assessments and teacher education? In what ways is the teaching profession approaching certain signature pedagogies in light of current reforms, and what are the implications for teacher preparation programs?
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anagnostopoulos, D. (2003). Testing and student engagement with literature in urban classrooms: A multi-layered perspective. Research in the Teaching of English, 38(2), 177–212.
American Association of Colleges for Teacher Education. (2013). About edTPA: Overview. American Association of Colleges for Teacher Education. http://edtpa.aacte.org/about-edtpa.
Artzt, A. F., & Armour-Thomas, E. (2001). Becoming a reflective mathematics teacher (1st ed.). New York: Lawrence Erlbaum Associates.
Artzt, A. F., Armour-Thomas, E., & Curcio, F. R. (2008). Becoming a reflective mathematics teacher (2nd ed.). New York: Lawrence Erlbaum Associates.
Artzt, A. F., Armour-Thomas, E., Curcio, F. R., & Gurl, T. J. (2015). Becoming a reflective mathematics teacher (3rd ed.). New York: Routledge.
Au, W. (2013). What’s a nice test like you doing in a place like this? The edTPA and corporate education “reform.” Rethinking Schools, 27(4). http://www.rethinkingschools.org/archive/27_04/27_04_au.shtml.
Brophy, J., Alleman, J., & Knighton, B. (2009). Inside the social studies classroom. New York: Routledge.
Caughlan, S., & Jiang, H. (2014). Observation and teacher quality: Critical analysis of observational instruments in preservice teacher performance assessment. Journal of Teacher Education, 65(5), 375–388.
Costigan, A. T. (2013). New urban teachers transcending neoliberal educational reforms: Embracing aesthetic education as a curriculum of political action. Urban Education, 48(1), 116–148.
Cuban, L. (1993). How teachers taught. New York: Teachers College Press.
Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Center for American Progress. http://www.americanprogress.org/issues/education/report/2010/10/19/8502/evaluating-teacher-effectiveness/.
Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York: Teachers College Press.
Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 390–441). San Francisco, CA: Jossey-Bass.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
Denton, D.W. (2013). Responding to edTPA: Transforming Practice or Applying Shortcuts? AILACTE JOURNAL, X(1), 19–36.
Department of Education, US. (2009). Teacher preparation: Reforming the uncertain profession—remarks of Secretary of Education Arne Duncan at Teacher’s College, Columbia University. Retrieved April 1, 2009, from http://www2.ed.gov/news/speeches/2009/10/10222009.html.
Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Who’s Preparing our Candidates? edTPA, Localized Knowledge and the Outsourcing of Teacher Evaluation. Teachers College Record, ID Number: 17914, Retrieved from http://www.tcrecord.org.
Falk, B. (2013). Response. In Diane Ravitch’s blog, “What is edTPA and why do critics dislike it?” Message posted to http://dianeravitch.net/2013/06/03/what-is-edtpa-and-why-do-critics-dislike-it/.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Graham, P., & Marshall, J. (2007). The way we teach now: Teachers of English in the new world of high-stakes assessment. English Leadership Quarterly, 30(2), 2–4.
Grant, S. G. (2003). History lessons: Teaching, learning, and testing in U.S. high school classrooms. Mahwah, NJ: Lawrence Erlbaum.
Greenberg, J., McKee, A., & Walsh, K. (2013). Teacher prep review: A review of the nation’s teacher preparation programs. Washington, DC: National Council on Teacher Quality.
Hess, D., & Mcavoy, P. (2015). The Political Classroom. New York: Routledge.
Kharem, H. (2006). A curriculum of repression: A pedagogy of racial history in the United States. New York: Peter Lang.
Kinloch, V. F. (2012). Crossing boundaries: Teaching and learning with urban youth. New York: Teachers College Press.
Ladson-Billings, G. (2004). New directions in multicultural education: Complexities, boundaries, and Critical Race Theory. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 50–68). San Francisco: Jossey-Bass.
Levesque, S. (2008). Thinking historically: Educating students for the 21st century. Toronto, Canada: University of Toronto.
Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving teaching does improve teachers: Evidence from lesson Study. Journal of Teacher Education, 63(5), 368–375.
Madeloni, B. (2013). Pearson comes to teacher education, and we are supposed to be cool with that? National Education Policy Center. Retrieved from http://nepc.colorado.edu/blog/pearson-comes-teacher-education-and-we-are-supposed-be-cool.
National Council of Teachers of English & International Reading Association. (1996). Standards for the English language arts. Urbana, Illinois and Newark, Delaware: Authors. http://www.ncte.org/standards/ncte-ira.
National Council for the Social Studies. (1997). National standards for social studies teachers Washington, DC: Author.
National Council for the Social Studies. (2002). National standards for social studies teachers Washington, DC: Author.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston: Author.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.
Rubin, B. (2012). Making Citizens. New York: Routledge.
Saye, J., & the Social Studies Inquiry Research Collaborative (SSIRC). (2013). Authentic pedagogy: Its presence in social studies classrooms and relationship to student performance on state-mandated tests. Theory & Research in Social Education, 41(1), 1–44.
Shulman, L. S. (2005a). Signature pedagogies in the professions. Daedalus, 134(3), 52–59.
Shulman, L. S. (2005b). Teacher education does not exist. Stanford Educator: 7.
Shulman. L. (2005c). The signature pedagogies of the professions of law, medicine, engineering, and the clergy: Potential lessons for the education of teachers. Talk delivered at the Math Science Partnerships (MSP) Workshop: “Teacher Education for Effective Teaching and Learning” Hosted by the National Research Council’s Center for Education, CA. 6–8 February 2005.
Stanford Center for Assessment, Learning & Equity (SCALE). (2014). edTPA Secondary History/Social Studies Assessment Handbook. Board of Trustees of the Leland Stanford Junior University. Palo Alto: Author.
Tillema, H. H. (2009). Assessment for learning to teach: Appraisal of practice teaching lessons by mentors, supervisors, and student teachers. Journal of Teacher Education, 60(2), 155–167.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria: Association for Supervision and Curriculum Development.
Wolf, K. (1996). Developing an Effective Teaching Portfolio. Educational Leadership, 53(6), 34–37.
Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613–621.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: Today’s standards for teaching and learning in America’s schools (3rd ed.). Portsmouth: Heinemann.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Gurl, T.J., Caraballo, L., Grey, L., Gunn, J.H., Gerwin, D., Bembenutty, H. (2016). Signature Pedagogies and Other Implications. In: Policy, Professionalization, Privatization, and Performance Assessment. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-29146-8_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-29146-8_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-29144-4
Online ISBN: 978-3-319-29146-8
eBook Packages: EducationEducation (R0)