Impact of the edTPA on teacher candidates’ perceptions of preparedness to teach

Impact of the edTPA on teacher candidates’ perceptions of preparedness to teach

Nancy K. DeJarnette1*, Judith Moeller1, Kathleen Wallace1

1University of Bridgeport.

This longitudinal case study conducted at a private University in the northeastern United States explored the impact of the edTPA assessment and preparation process as an embedded component of the University’s educator preparation program. The study tracked 59 graduate level candidates from entry into the program through candidate licensure. The researchers examined the impact of the edTPA preparation process on teacher candidates’ perceptions of their readiness to teach in comparison to their actual readiness to teach as indicated by their edTPA portfolio passing score. The University’s School of Education has an estimated 30% ethnic diversity population, thus a second research question compared perceptions of readiness to teach of candidates of color to those of Caucasian peers. Framed by Bandura’s (1977) self-efficacy theory, this study contributes to the research on the edTPA as an efficacious and inclusive evaluation tool, particularly within diverse schools of education.

Keywords: edTPA, candidates of color and edTPA, teacher candidates, self-efficacy in teacher candidates, teacher education

Free Full-text PDF

How to cite this article:

Nancy K. DeJarnette, Judith Moeller, Kathleen Wallace. Impact of the edTPA on teacher candidates’ perceptions of preparedness to teach. American Journal of Educational Research and Reviews, 2021, 4:84. DOI: 10.28933/ajerr-2021-10-0305

1. Author 3 (2020). Exploring novice teachers’ per-ceptions of edTPA as indicator of teaching readi-ness (28315337). [Doctoral dissertation, Univer-sity of Bridgeport]. ProQuest.
2. Bandura, A. (1977). Social learning theory. General Learning Press.
3. Bernard, C., Kaufman, D., Kohan, M., & Mitoma, G. (2019). Confronting the edTPA in Connecticut: Recommendations for teacher candidate quality, sustainability, and empowerment. Education Pol-icy Paper. The University of Connecticut.
4. Behizadeh, N., & Neely, A. (2019). Testing injus-tice: Examining the consequential validity of edTPA. Equity and Excellence in Education, 51(3–4), 242–264. doi: 10.1080/10665684.2019.1568927
5. Burns, B. A., Henry, J. J., & Lindauer, J. R. (2015). Working together to foster candidate success on the edTPA. Journal of Inquiry and Action in Edu-cation, 6(2).
6. Campbell, C., Cuauhtémoc Ayala, C., Railsback, G., Freking, F. W., McKenna, C., & Lausch, D. (2016). Beginning teachers’ perceptions of the California teaching performance assessment (TPA). Teacher Education Quarterly, 43(2), 51–71
7. Chong, S., Loh, W. M., & Mak, X. M. (2014). Analysis of factors that influence beginning teachers’ perception of their instructional com-petency. International Journal of Educational Re-form 23(1), 66-81.
8. Dover A.G. & Schultz, B.D. (2016). Troubling the edTPA: Illusions of objectivity & rigor. The Edu-cational Forum, 80, 95 – 106. doi: 10.1080/00131725.2015.1102368
9. edTPA (2021). About edTPA. Retrieved Septem-ber 11, 2021,
10. Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2019). How to design and evaluate research in edu-cation. (10th ed). New York: McGraw Hill Educa-tion.
11. Gilbert, G. E., & Prion, S. (2016). Making sense of methods and measurement: Sample size issues for psychometric studies. Clinical Simulation in Nursing, 12(11), 482–483.
12. Goldhaber, D., Cowan, J., & Theobold, R. (2017). Evaluating prospective teachers: Testing the predictive validity of the edTPA. Journal of Teacher Education, 68(4), 377 – 393. doi: 10.1177/0022487117702582
13. Greenblatt, D. (2016). Consequences of the edTPA. Educational Leadership, 73(8), 51 – 54.
14. Greenblatt, D., & O’Hara, K. (2015). Buyer beware: Lessons learned from edTPA implementation in New York state. The NEA Higher Education Journal, 57–67.
15. Hobbs, E. L. (2015). The edTPA experience: Student teachers’ perceptions and reflections on the edTPA assessment (3746484). [Doctoral dissertation, Aurora University]. ProQuest.
16. Huston, P. (2015). Being assessed: Student teachers’ experiences of IUTPA (3715594). [Doctoral dissertation, Indiana University]. ProQuest.
17. Kissau, S., Hart, L., & Algozzine, B. (2019). In-vestigating the impact of edTPA professional development on classroom practice and student teaching experience. Journal of Teacher Educa-tion, 70(2), 102–114. doi: 10.1177/0022487117721706
18. Kuranishi, A. & Oyler, C. (2017). I failed the edTPA. Teacher Education and Special Education, 40(4), 299–313.
19. Lawshe, C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28,563-575.
20. Ledwell, K., & Oyler, C. (2016). Unstandardized responses to a “standardized” test: The edTPA as gatekeeper and curriculum change agent. Journal of Teacher Education, 67(2), 120–34.
21. Lin, S. (2015). Learning through action: Teacher candidates and performance assessments (3717595). [Doctoral dissertation, University of Washington]. ProQuest.
22. Luna, S.M. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442 – 446.
23. Moulding, L. R., Stewart, P. W., & Dunmeyer, M. L. (2014). Preservice teachers’ sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and Teacher Education, 41, 60–66.
24. Ng, P.T., Lim, K.M., Low, E.L., & Hui, C. (2018). Provision of early field experiences for teacher candidates in Singapore and how it can contribute to teacher resilience and retention. Teacher De-velopment, 22(5), 632-650.
25. Paugh, P., Wendell, K.B., Power, C. & Gilbert, M. (2018) It’s not that easy to solve: edTPA and pre-service. Teaching Education, 29(2), 147 – 164.
26. Pecheone, R. L., & Whittaker, A. (2016). Well-prepared teachers inspire student learn-ing. Phi Delta Kappan, 97(7), 8–13.
27. Petchauer, E., Bowe, A. & Wilson, J. (2018). Winter is coming: Forecasting the impact of edTPA on black teachers and teachers of color. Urban Rev, 50, 323–343. doi: 10.1007/s11256-018-0453-1
28. Sato, M. (2014). What is the underlying concep-tion of teaching of the edTPA. Journal of Teacher Education, 65(5), 421–434. doi:10.1177/0022487114542518
29. Seelke, J. (2018). Teachers’ perceptions of edTPA on their practice. (ProQuest Dissertations Pub-lishing). Retrieved from
30. Stanford Center for Assessment, Learning, and Equity (SCALE). (2019). Educative Assessment & Meaningful Support:2019 edTPA Administrative Report.
31. Souto-Manning, M. (2019). Good teaching” and “good teachers” for whom? Critically troubling standardized and corporatized notions of quality in teacher education. Teachers College Record, 121(100303).
32. Taylor, E., Pelika, S. & Coons, A. (2017). To what extent are ethnic minority teacher candidates adversely affected by high-stakes assessments? NEA Research Brief | NBI No. 16.
33. Tuck, E. & Gorlewski, J. (2016). Racist ordering, settler colonialism, and edTPA: A participatory policy analysis. Educational Policy, 30(1), 197 – 217.
34. U.S. Department of Education (2009). Race to the top program executive summary. Retrieved from summary.pdf
35. Williams, J., Hart, L., & Algozzine, B. (2019). Perception vs. reality: edTPA perceptions and performance for teacher candidates of color and white candidates. Journal of Teaching and Teacher Education, 83, 120–133. https://doi: 10.1016/j.tate.2019.04.006

Terms of Use/Privacy Policy/ Disclaimer/ Other Policies:
You agree that by using our site, you have read, understood, and agreed to be bound by all of our terms of use/privacy policy/ disclaimer/ other policies (click here for details).

This work and its PDF file(s) are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.