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Policy, Professionalization, Privatization, and Performance Assessment - Affordances and Constraints for Teacher Education Programs (Paperback, 1st ed. 2016)
Theresa J Gurl, Limarys Caraballo, Leslee Grey, John H Gunn, David Gerwin, …
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This volume reviews the background of mandated teacher performance
assessment with an emphasis on policy, privatization, and
professionalization. The authors discuss the potential impact of
mandated teacher performance assessments on teacher education in
the content areas of mathematics, English, and social studies. The
perspectives and empirical research examined in this conceptual
analysis illustrate the various ways in which the Stanford Center
for Assessment, Learning, and Equity (SCALE) Teacher Performance
Assessment (edTPA) promises to restructure teacher education in the
United States. The authors consider both the affordances and the
constraints that teacher performance assessments offer for teacher
preparation programs, and conclude by discussing the implications
of the intersections among policy, privatization,
professionalization, and performance assessments of teachers, as
well as the relationship between performance assessments and
teacher education. The impact of the edTPA on the development of
signature pedagogies in teacher education is also discussed.
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