Edtpa implications for teacher education policy and practice: representations of epistemic injustice and slow violence

HIGHLIGHTS

• who: Cara Bernard et al from the (Moran, p2)In our teacher education program at the University of Connecticut, we had beenUnited States have published the article: edTPA implications for teacher education policy and practice: Representations of epistemic injustice and slow violence, in the Journal: (JOURNAL)
• what: The authors conducted a study of candidates` and faculty members` perceptions of on their learning and performance. Method Given the articulated concerns of candidates and instructors working amidst policy and curricular mandates, the authors aimed to systematically examine the perceptions of those involved in edTPA. When soliciting participants . . .
  

   

  

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