Abstract
Today, teachers are required to “show” the evidence of teaching performance as a new professional skill. This article explores how the integration of technology and the changed practices of observation create new conditions for teachers to visualize, digitize, and archive teaching performance as evidence. It draws upon interviews, anecdotes, and documents regarding Educative Teacher Performance Assessment (edTPA). Interweaving qualitative data with poststructural groundings, it questions the role of visuality in teacher education. Despite the promise of technology that underscores transparency and authenticity of observation data, its unexpected outcome is to constitute the teacher with showing professionalism that is enclosed by representational truth and pre-bounded possibilities.
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