Abstract
In this study, teacher education faculty from a Midwestern state university completed the Education Teacher Performance Assessment (edTPA), a recent state legislative requirement for teacher licensure and program review. The purpose of the study was to improve teacher preparation practices in anticipation of the newly required teacher performance assessment. In addition to addressing teacher preparation practices and supporting teacher candidate success in completing the assessment, the research had unintended benefits including reducing faculty fears around anticipating the use of the instrument, increasing faculty buy in and increasing awareness about the function and purpose of the assessment.
Recommended Citation
Furness, Stacy
(2013)
"Teacher Educator, Know Thyself: Lessons Learned from Completing the edTPA,"
Teacher Education Journal of South Carolina: Vol. 6:
No.
1, Article 6.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol6/iss1/6