Unraveling the edTPA: a longitudinal study of the undergraduate experience in one teacher education program during the lifespan of a policy

Abstract

The state-level certification policies requiring the edTPA as a high-stakes assessment for teacher licensure impact the teacher education programs, teacher educators, and teacher candidates involved in a myriad of ways. In this study of policy implementation, we investigate, through interviews, the undergraduate student experience of the edTPA during the complete five-years of required state implementation. Featuring the perspectives of 29 students graduating from the teacher education program across 5 cohorts, we examined student concerns that remain stable across five years as well as longitudinal changes in student stress, understanding of the edTPA requirements, and assessment skills as program modifications were implemented to accommodate the edTPA requirements and student needs. Through our discussion, we raise important questions for teacher educators to consider during the process of weaving and unweaving a policy like the edTPA into the fabric of a teacher education program and in developing policy aware candidates.