CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Missing the mark: Indigenous teacher candidates and edTPA
Tác giả
Kulago H.A.
Năm xuất bản
2018
Source title
Who Decides Who Becomes a Teacher?: Schools of Education as Sites of Resistance
Số trích dẫn
0
DOI
10.4324/9781315269566-10
Liên kết
Tóm tắt
The teacher education department at the small private liberal arts college where I am an assistant professor was notified in 2014 that graduating teacher candidates of that same year had to meet edTPA certification requirements. Needless to say, the department immediately prioritized preparing teacher candidates for edTPA. Preparation efforts were multi-faceted and accelerated to meet rapidly approaching deadlines. First, the department devoted the bulk of its time and effort to preparing candidates for edTPA. Concomitantly, cooperating teachers and student teaching supervisors were advised on ways to support the candidates. It was my responsibility to revise and reorganize our teacher education courses and student-teaching seminars to align them with edTPA requirements, leaving scant time to assess systematically and holistically the complex nature of edTPA. Once I started applying edTPA standards in the classroom, I had concerns similar to those enumerated in previous chapters of this book. However, edTPA-mandated deadlines prevented me from subjecting those concerns to thoughtful consideration. © 2019 Taylor and Francis.
Từ khóa
Tài liệu tham khảo
Brayboy B.M.J., McCarty T.L., Indigenous knowledges and social justice pedagogy, Social Justice Pedagogy across The Curriculum: The Practice of Freedom, pp. 184-200, (2010); Brayboy B., Fann A., Castagno A., Solyom J., Postsecondary education for american indian and alaska natives: Higher education for nation building and self-determination, ASHE Higher Education Report, 37, 5, (2012); Holmes A., Gonzalez N., Finding sustenance: An indigenous relational pedagogy, Culturally Sustaining Pedagogies, pp. 207-224, (2017); Kulago H.A., Activating indigenous knowledge to create supportive educational environments by rethinking family, community, and school partnerships, Journal of Family Diversity in Education, 2, 1, pp. 1-20, (2016); Lee T.S., McCarty T.L., Upholding indigenous education sovereignty through critical culturally sustaining/revitalizing pedagogy, Culturally Sustaining Pedagogies, pp. 61-82, (2017); Waterman S.J., Arnold P.P., The haudenosaunee flag raising: Cultural symbols and intercultural contact, Journal of American Indian Education, 49, 1, pp. 125-144, (2010)
Nơi xuất bản
Taylor and Francis
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus