Abstract
edTPA serves as a teacher performance assistance and support system that measures new teachers’ readiness to teach young children. Even though it is not mandatory for the teaching license in Ohio, the University of Cincinnati makes edTPA mandatory in order for teacher candidates to graduate. This study tries to determine the change in attitude of the teacher candidates towards edTPA throughout the academic year while gauging the relationship between the edTPA support sessions provided by the university and the candidates’ attitude towards edTPA. The quantitative results from all 63 participants across five sessions throughout the academic year indicate that the attitude of the teacher candidates was highest for edTPA in the second session of data collection (November) and it was lowest after the submission of their portfolios while the candidates waited for their scores. There was a weak positive correlation between the candidates’ attitude and the edTPA support sessions provided by the university. Overarching themes that have surfaced during the qualitative interpretation of 12 candidates’ responses were taken into consideration. The negative feedback focused on lack of time to complete edTPA assignment and the high fee for assessment. Few positive themes include, but not limited to, providing individualized attention to the children by the teacher candidates, and video recording as a good indicator of one’s teaching practices. These findings suggest that edTPA can be useful in enhancing skills among teacher candidates. Suggestions have been proposed to motivate teacher candidates towards edTPA.
Author Information
Anuja Roy, University of Cincinnati, United States
Marcus Johnson, University of Cincinnati, United States
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