Abstract
Amidst the debates surrounding teacher quality and preparation programs, the edTPA (education Teaching Performance Assessment) has emerged to assess future teachers through a portfolio-based certification process. This study offers the perspective of three faculty members who participated in an experimental configuration of edTPA implementation for student teachers in Childhood Bilingual Education, Bilingual Special Education, and TESOL in a large teacher education program. This article highlights implications of the edTPA for bilingual education and TESOL students and faculty. The findings reveal how the edTPA does not directly address teaching bilingually and the resulting ramifications of teacher candidates’ clinical experience and preparation to work with emergent bilinguals.
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