Document Type
Article
Publication Date
11-1-2017
Journal / Book Title
Teacher Education and Special Education
Abstract
This analysis of the Special Education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported the first groups of teacher candidates required to submit the edTPA for certification in New York State. Data were gathered over three semesters and included open-ended student surveys, student journals, and public documents. Findings describe (a) how the edTPA requirements impacted teacher candidate learning, (b) the emphasis on one focus learner in the exam, (c) the discourse and language demands in the edTPA, and (d) how the edTPA and videotaping impacted fieldwork. We describe these findings and discuss their implications for inclusive and Special Education as understood through a disability studies in education perspective.
DOI
10.1177/0888406417730110
MSU Digital Commons Citation
Bacon, Jessica and Blachman, Sheila, "A Disability Studies in Education Analysis of the EdTPA through Teacher Candidate Perspectives" (2017). Department of Teaching and Learning Scholarship and Creative Works. 15.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/15
Published Citation
Bacon, J., & Blachman, S. (2017). A disability studies in education analysis of the edTPA through teacher candidate perspectives. Teacher Education and Special Education, 40(4), 278-286.