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

Abstract

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)\xa0initial interactions and impetus for teaching—engaging and fun; (b)\xa0instruction in PE teacher education—learning a ton; (c)\xa0internship—gauging, I’m stunned; (d)\xa0implementation of edTPA—raging, I’m done; and (e)\xa0induction—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.