PETE Faculty’s Perspectives of edTPA: The Range of Change

in Journal of Teaching in Physical Education
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  • 1 Kennesaw State University
  • | 2 The University of Alabama
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Purpose: The purpose of this study was to explore the extent of changes taking place within the context, structure, and culture of university physical education teacher education programs facilitating high-stakes educative Teacher Performance Assessment policy. Method: Utilizing a multiple-case study design framed by analytical dualism, eight physical education teacher education faculty from eight different programs who had direct involvement in the high-stakes educative Teacher Performance Assessment process were investigated. Data from semi-structured individual interviews, focus group interviews, and documents were interpretively analyzed. Results: Faculty reacted in three distinct ways to the process of change: prevailers, conceders, or exceeders. The process appeared to be based upon an implementation continuum from isolation to internalization. Discussion/Conclusions: University programs have a responsibility to prepare effective physical education teachers who use the best practices for teaching. It is imperative for physical education teacher education faculty to reflect upon the impetus and impact of changes made to their programs.

Baxter is with the 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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