Understanding the World Language edTPA

<p>A volume in Contemporary Language Education</p><p>In Understanding the World Language edTPA: Research?Based Policy and Practice two researchers in<br />the forefront of world language edTPA discuss the new beginning teacher portfolio including its<br />required elements federal and state policies concerning teacher evaluation and research from their<br />own programs. Higher education faculty members and language teacher preparation program<br />coordinators who would like to better understand edTPA requirements and gain suggestions for<br />necessary programmatic changes will find this book of interest.<br />The book is composed of eight chapters. The authors begin by describing edTPA and how it became a national trend to assess<br />beginning teacher ability. In Chapter 2 the authors present ideas about curricular changes that may need to occur in traditional<br />world language teacher education programs as well as suggestions to assist teacher candidates as they begin to develop their<br />portfolios. Afterward the authors discuss the context for learning (Chapter 3) and they begin with assessment moving to planning<br />and then to instruction (Chapters 4 5 6). In each chapter the authors discuss the work sample that teacher candidates must create<br />an analysis of a high?scoring portfolio and steps to stimulate teacher candidates’ professional thinking. In Chapter 7 the authors<br />present activities for the methods classroom. In the final chapter the authors provide a critical analysis of edTPA in<br />general and the world language edTPA in particular.<br />Understanding the World Language edTPA: Research?Based Policy and Practice provides<br />readers with a much?needed guide to inducting teacher candidates into the new portfolio<br />requirements while helping higher education faculty make appropriate curricular changes<br />to accommodate edTPA.</p>