(Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education
2016 ◽
Vol 17
(4)
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pp. 442-446
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Keyword(s):
Using three tenents of Critical Race Theory, this study examines the influence of edTPAs on diverse early childhood pre-service teachers in a graduate program. Findings suggest that (1) Color-blind admissions policy and practice were at odds with edTPA’s perceived academic language demands; (2) A tension emerged between financial demands of edTPA and the constraints of immigrant and linguistically diverse students; and (3) edTPA rubrics and requirements required students of color to write and rewrite their teaching selves to match the external standard.
2020 ◽
pp. 174114322097367
2009 ◽
pp. 244-261
Keyword(s):
2021 ◽
Vol 41
(1)
◽
pp. 45-56
2021 ◽
2001 ◽
Vol 1
(4)
◽
pp. 1-20
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