This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.

Autorentext
Julie H. Carter is Associate Professor of Education and Director of the Teaching English to Speakers of Other Languages Program at D'Youville College, USA. Her research interests include teacher identities, the influence of innovative pedagogies, and the impacts of educational policy on teachers.
Hilary A. Lochte is Professor of Education and Education Department Chair at D'Youville College, USA. Her research interests include culturally relevant pedagogy in teacher education, diversity in children's and young adult literature, and policy impacts on teacher education.

Zusammenfassung
Winner of the 2017 AESA Critic's Choice Book Award
This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.

Inhalt
Chapter 1. Introduction.- Chapter 2. Teacher blame and corporate gain: edTPA and the takeover of teacher education.- Chapter 3. New York's edTPA: The Perfect Solution to a Wrongly Identified Problem.- Chapter 4. Reliability and Validity of edTPA.- Chapter 5. Raising the stakes: Objectifying teaching in the edTPA and Danielson Rubrics.- Chapter 6. We Do Everything with edTPA: Interrupting and Disrupting Teacher Education in Troubling Times.- Chapter 7. Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call?.- Chapter 8. The edTPA: high-stakes assessment versus social justice teaching in the Pacific Northwest.- Chapter 9. A Disability Studies in Education Analysis Using Student and Faculty Perspectives of the Special Education edTPA.- Chapter 10. How do you talk to a politician about the edTPA? Advocacy through inquiry and social justice around high stakes assessment.- Chapter 11. Run like Hell to Look Before you Leap: Teacher Educators' Responses To Preparing Teachers For Diversity and Social Justice In The Wake Of edTPA.