Jack and Jill Went to Instill: Did the Educative Teacher Performance Assessment Cause Them to Falter?

in Journal of Teaching in Physical Education

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Deborah S. Baxter Kennesaw State University

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Oleg A. Sinelnikov The University of Alabama

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DOI:
https://doi.org/10.1123/jtpe.2020-0135
Keywords:
occupational socialization theory; policy; preservice training; social cognitive theory; student teaching
First Published Online:
03 Aug 2021
In Print:
Volume 41: Issue 1
Page Range:
121–128
Restricted access

Purpose: This study examined and deconstructed socialization experiences relative to the educative teacher performance assessment (edTPA) process of preservice teachers during their physical education (PE) teacher education program and induction year as a PE teacher. Method: Utilizing a multiple case study design, two PE teachers were purposefully selected and investigated from a PE teacher education program requiring a passing score on the edTPA. Interviews and stimulated recall sessions served as data sources. Results: The following themes were identified: (a) initial interactions and impetus for teaching—engaging and fun; (b) instruction in PE teacher education—learning a ton; (c) internship—gauging, I’m stunned; (d) implementation of edTPA—raging, I’m done; and (e) induction—waging has begun. Discussion/Conclusions: Although participants in this study were able to note several positives of the assessment, a majority of the findings corroborate previous research suggesting that edTPA may serve as a subtractive experience for PE preservice teachers.

Baxter is with Kennesaw State University, Kennesaw, GA, USA. Sinelnikov is with The University of Alabama, Tuscaloosa, AL, USA.

Baxter (dbaxte11@kennesaw.edu) is corresponding author.
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