000			01841nam a22002537a 4500
003			ZW-GwMSU
005			20201218092252.0
008			201218b ||||| |||| 00| 0 eng d
022			_a0224871
040			_aMSU _cMSU _erda
050			_aQ181
100	1		_aSato, Mistilina _eauthor
245	1	0	_aWhat is the underlying conception of teaching of the edTPA? _ccreated by Mistilina Sato
264			_aWashington _bAACTE _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Teacher Education _vVolume 65, number 5,
520			_aThe edTPA, a nationally available performance assessment for teacher candidates, has recently been developed and implemented in teacher education programs across the United States. Advocates make arguments for the need for such an assessment while critics of standardized performance assessments point out the dangers of standardization. This article takes a step back from the arguments in support of or in opposition to the assessment and asks fundamentally what the underlying conception of teaching of the edTPA is. After examining conceptions of teaching articulated by scholars such as Nathanial Gage, Larry Cuban, Lee Shulman, Paulo Freire, and bell hooks, this article argues that the underlying conception of teaching of the edTPA is one of professional practice, not only at the individual level but also at the level of teaching as a collective enterprise. The conception of teaching argument is also connected to discussions of the validity arguments for the edTPA with specific attention to face validity, content validity, and construct validity.
650			_aPerformance assessment
650			_aCertification/licensure
856			_uhttps://doi.org/10.1177/0022487114542518
942			_2lcc _cJA
999			_c156072 _d156072