Early Career Physical Educators' Perceived Efficacy, Effectiveness, and Emotional Experience: A Comparison between edTPA and Non-edTPA Completers
Saved in:
| Title: | Early Career Physical Educators' Perceived Efficacy, Effectiveness, and Emotional Experience: A Comparison between edTPA and Non-edTPA Completers |
|---|---|
| Language: | English |
| Authors: | Nolan Carey, Kelly L. Simonton (ORCID |
| Source: | Curriculum Studies in Health and Physical Education. 2025 16(2):222-241. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Physical Education Teachers, Teacher Competencies, Teacher Effectiveness, Self Efficacy, Teacher Attitudes, Practicums, Performance Based Assessment, Standardized Tests, High Stakes Tests, Value Judgment, Program Effectiveness, Beginning Teachers, Foreign Countries, Teacher Evaluation |
| Geographic Terms: | Australia |
| DOI: | 10.1080/25742981.2024.2332226 |
| ISSN: | 2574-2981 2574-299X |
| Abstract: | Purpose: The purpose of this study was to explore the influence of completing the edTPA on early career U.S. physical educators' mastery attributions, teaching efficacy, perceived effectiveness, and emotional experience. Methods: A sequential mixed methods design was used. Early career physical educators (N = 72) completed a survey that investigated their mastery attributions, teaching efficacy, perceived effectiveness, and emotions. Follow-up interviews (n = 14) were conducted with first year teachers in both edTPA (n = 7) and UBWSP (n = 7) groups. Results: Quantitative analysis revealed no significant differences between the two groups in any of the four dependent variables. Qualitative analysis revealed that teachers found little value in their practicum projects with edTPA completers identifying specific elements as influential on their teaching. There is a need to devise a more meaningful teaching performance assessment that teachers can use as they transition into the profession. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474966 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this study was to explore the influence of completing the edTPA on early career U.S. physical educators' mastery attributions, teaching efficacy, perceived effectiveness, and emotional experience. Methods: A sequential mixed methods design was used. Early career physical educators (N = 72) completed a survey that investigated their mastery attributions, teaching efficacy, perceived effectiveness, and emotions. Follow-up interviews (n = 14) were conducted with first year teachers in both edTPA (n = 7) and UBWSP (n = 7) groups. Results: Quantitative analysis revealed no significant differences between the two groups in any of the four dependent variables. Qualitative analysis revealed that teachers found little value in their practicum projects with edTPA completers identifying specific elements as influential on their teaching. There is a need to devise a more meaningful teaching performance assessment that teachers can use as they transition into the profession. |
|---|---|
| ISSN: | 2574-2981 2574-299X |
| DOI: | 10.1080/25742981.2024.2332226 |
