Abstract
This chapter addresses the intersection of professionalization, policy, performance assessment, and privatization in English teacher education, beginning with the development of content area and professional standards in English language arts. Following this historical contextualization, a brief review of performance assessment in English language arts leads into a discussion of the affordances and constraints of performance assessment in English teacher education, highlighting the tensions that arise at the intersection of policy, privatization, and professionalization, as exemplified in the initial efforts to implement the edTPA in response to state mandates. Beyond addressing the impact of mandated performance assessment in English teacher education, the author examines the ways in which expectations of preservice teachers in teacher preparation programs also affect curriculum and pedagogy (and ultimately students) across a wide range of classroom contexts.
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