Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs: 0 (SpringerBriefs in Education)

Gurl, Theresa J. J.; Caraballo, Limarys; Grey, Leslee; Gunn, John H.; Gerwin, David; Bembenutty, Héfer

ISBN 10: 3319291440 / ISBN 13: 9783319291444

Published by Springer, 2016

About this Item

pp. 156 1st ed. 2016 edition NO-PA16APR2015-KAP.

Seller Inventory # 26378861649

Bibliographic Details

• Title: Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs: 0 (SpringerBriefs in Education)
• Publisher: Springer
• Publication Date: 2016
• Language: English
• ISBN 10: 3319291440
• ISBN 13: 9783319291444
• Binding: Soft cover
• Condition: New

About this title

Synopsis

This volume reviews the background of mandated teacher performance assessment with an emphasis on policy, privatization, and professionalization. The authors discuss the potential impact of mandated teacher performance assessments on teacher education in the content areas of mathematics, English, and social studies. The perspectives and empirical research examined in this conceptual analysis illustrate the various ways in which the Stanford Center for Assessment, Learning, and Equity (SCALE) Teacher Performance Assessment (edTPA) promises to restructure teacher education in the United States. The authors consider both the affordances and the constraints that teacher performance assessments offer for teacher preparation programs, and conclude by discussing the implications of the intersections among policy, privatization, professionalization, and performance assessments of teachers, as well as the relationship between performance assessments and teacher education. The impact of the edTPA on the development of signature pedagogies in teacher education is also discussed.