scholarly journals Video Considerations for the World Language edTPA

2019 ◽  
pp. 948-959
Author(s):  
Elizabeth Goulette ◽  
Pete Swanson
Keyword(s):  
Performance Assessment ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Language Education ◽  
The United States ◽  
World Language ◽  
High Stakes ◽  
Highly Effective Teachers

For decades in the United States, teacher preparation has been both a political and social focus. The development of highly effective teachers is highly scrutinized, and there is a new, nationally reviewed teacher performance assessment, edTPA, which teacher candidates must pass in order to become certified in 36 states and the District of Columbia. Research shows that teacher candidates in world language education have the most difficulty in assessing teaching and learning. In this chapter, the authors outline edTPA and present considerations regarding the use of video in conjunction with the integrated performance assessment as a means to improve novice teacher performance on this high-stakes assessment.

scholarly journals Video Considerations for the World Language edTPA

2018 ◽  
pp. 7682-7691
Author(s):  
Elizabeth Goulette ◽  
Pete Swanson
Keyword(s):  
Performance Assessment ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Language Education ◽  
The United States ◽  
World Language ◽  
High Stakes ◽  
Highly Effective Teachers

For decades in the United States, teacher preparation has been both a political and social focus. The development of highly effective teachers is highly scrutinized and there is a new, nationally-reviewed teacher performance assessment, edTPA, which teacher candidates must pass in order to become certified in 36 states and the District of Columbia. Research shows that teacher candidates in World Language Education have the most difficulty in assessing teaching and learning. In this chapter, the authors outline edTPA and present considerations regarding the use of video in conjunction with the Integrated Performance Assessment as a means to improve novice teacher performance on this high-stakes assessment.

I Do and I Understand

2019 ◽  
pp. 15-34 ◽  
Author(s):  
Claire Mitchell
Keyword(s):  
Second Language Acquisition ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Language Education ◽  
World Language ◽  
Inquiry Based Learning ◽  
Current Trends ◽  
World Language Education ◽  
Approach To Teaching

As a result of globalization, World Language Education has experienced considerable changes within recent decades. With these changes, there is a need for new approaches to teaching and learning a world language, as there is a growing mismatch between language use in the real world and the approach to teaching a world language in the classroom. This chapter, then, presents a pedagogical model that was implemented in an Introduction to Second Language Acquisition course in order to adequately prepare teacher candidates for their future careers as educators in a globalized society. In particular, the model in this chapter discusses authentic experiences grounded in inquiry-based learning that provide opportunities for teacher candidates to collaboratively research current trends in the field of World Language Education and put them into practice through undergraduate research projects.

I Do and I Understand

2021 ◽  
pp. 575-594
Author(s):  
Claire Mitchell
Keyword(s):  
Second Language Acquisition ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Language Education ◽  
World Language ◽  
Inquiry Based Learning ◽  
Current Trends ◽  
World Language Education ◽  
Approach To Teaching

As a result of globalization, World Language Education has experienced considerable changes within recent decades. With these changes, there is a need for new approaches to teaching and learning a world language, as there is a growing mismatch between language use in the real world and the approach to teaching a world language in the classroom. This chapter, then, presents a pedagogical model that was implemented in an Introduction to Second Language Acquisition course in order to adequately prepare teacher candidates for their future careers as educators in a globalized society. In particular, the model in this chapter discusses authentic experiences grounded in inquiry-based learning that provide opportunities for teacher candidates to collaboratively research current trends in the field of World Language Education and put them into practice through undergraduate research projects.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

2018 ◽  
Vol 8 (2) ◽  
pp. 58 ◽  
Author(s):  
Carmen Sherry Brown
Keyword(s):  
Teacher Preparation ◽  
Performance Assessment ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teacher Performance Assessment ◽  
Knowledge And Skills

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.

scholarly journals Pre-service Teachers and Self-Efficacy: A Study in Contrast

2017 ◽  
Vol 8 (2) ◽  
pp. 66-76 ◽  
Author(s):  
Tori Colson ◽  
Kelly Sparks ◽  
Gina Berridge ◽  
Renee Frimming ◽  
Clarissa Willis
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Student Teaching ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Classroom Behavior ◽  
Diverse Classroom ◽  
Highly Effective Teachers ◽  
Sense Of Efficacy ◽  
The Impact

AbstractWith increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was two fold; first to provide future teachers a more robust and diverse classroom experience; and secondly to provide more opportunities for students to get experience in high-risk school settings. There is very limited research on the impact of year-long student teaching on a teacher’s sense of efficacy. The purpose of this study was to compare the efficacy of teacher candidates placed in a year-long student teaching placement to teacher candidates placed in a traditional one semester (16 week) placement. All teacher candidates completed a 24 questionTeachers’ Sense of Efficacy Scaleas well as nine demographic questions. The survey developed at Ohio State University by Tschannen-Moran and Woolfolk Hoy (2001), measures teacher attitudes towards working with students, student engagement, instructional practices, and classroom management. Specifically, the questions represent essential tasks in teaching such as assessment, differentiating lessons for individual students, dealing with students with learning challenges, repairing student understanding, and encouraging student engagement and interest. The results of the study indicated that pre-service teacher candidates in a year-long student teaching placement were more satisfied with their ability to engage students and manage classroom behavior than their counterparts in a traditional one semester placement.

scholarly journals Exploring candidate interaction with a high stakes teacher performance assessment: The KPTP and the Kansas laboratory

2020 ◽  
Vol 28 ◽  
pp. 138
Author(s):  
Connor K. Warner
Keyword(s):  
Performance Assessment ◽  
Teaching Practice ◽  
Teacher Performance ◽  
Policy Research ◽  
Good Teaching ◽  
High Stakes ◽  
Teacher Performance Assessment ◽  
Teaching Portfolio ◽  
Technical Teaching ◽  
Depth Interviews

This qualitative study explores the experiences of a cohort of pre-service teachers completing a high-stakes teacher performance assessment (HSTPA), the Kansas Performance Teaching Portfolio (KPTP), during their final year of teacher preparation. The inquiry asks whether the act of completing the assessment modified candidate conceptualizations of good teaching, and, if so, in what ways. Data were gathered via in-depth interviews and content analysis, and data were analyzed via constant comparison. The study found that completing the KPTP was having some impact upon participant conceptions of good teaching, prodding them to broaden their understanding of the work of teachers to include not just dispositional and relational aspects of teaching, but elements of technical teaching practice. The article concludes with recommendations for policy, research, and practice. 

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