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Using questionnaire responses and semi-structured interviews, it documents disparities in the level and type of support provided. The study analyzes how policy, stance, and ethical, pedagogical, and logistical dilemmas shaped teacher-educator mediation. 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Ratner &  \nJoni S. Kolman 1  \nCity College of New York  \nUSA  \nCitation: Ratner, A. R. & Kolman, J. S. (2016) . Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA. Education Policy Analysis Archives, 24 (35) .  \n[http://dx.doi.org/10.14507/epaa.v24.2112](http://dx.doi.org/10.14507/epaa.v24.2112)  \nAbstract: This article reflects a qualitative exploratory inquiry into the lived experiences of faculty members working within a system of urban schools of education as they supported diverse teacher candidates in completing the Educative Teacher Performance Assessment (edTPA) during its first semesters of high-stakes implementation. Drawing upon questionnaire responses and semi-structured interviews, our findings demonstrate the disparity and variation in the level and kind of support offered to teacher candidates. We discuss the ways that the policy, stance, and the ethical, pedagogical, and logistical dilemmas teacher educators faced as they supported candidates intersected to shape the supports provided. Implications focus on utilization of such test scores for evaluating teacher preparation institutions, faculty relations, and the diversification of the teacher workforce.  \n1 This article was fully co-authored.  \nKeywords: Urban teacher education, educational evaluation/assessment, teacher educators, accountability  \nRompedores, dobladores y obedientes: Explorando la mediación de edTPA de los formadores de docentes  \nResumen: Este artículo refleja una investigación exploratoria cualitativa sobre las experiencias devida de formadores de docentes trabajando en escuelas urbanas mientras apoyaban a candidatos a maestros para completar el programa de Evaluación del Desempeño Educativo (edTPA) durante los primeros semestres de implementación de esta propuesta de consecuencias severas. Nuestros resultados basados en respuestas al cuestionario y entrevistas semiestructuradas, muestran la disparidad y la variación en el nivel y el tipo de apoyo ofrecido a los futuros docentes. Se analizan las formas en que los posicionamientos políticos, éticos, pedagógicos y dilemas logísticos queenfrentaban los formadores de docentes influenciaban como apoyaban a los futuros docentes. Las conclusiones se centran en la utilización de resultados de este tipo de pruebas para la preparacióndocentes, la evaluación de las instituciones, las relaciones con los formadores docentes y la diversidad entre los docentes.  \nPalabras clave: formación docente urbana; evaluación; evaluación educativa; docentes  \nQuebradores, dobradores e obedientes: Explorando a mediação de edTPA dos formadores de professores  \nResumo: Este artigo presenta uma pesquisa exploratória qualitativa sobre as experiências de vida dos formadores de professores que trabalham em escolas urbanas, apoiando futuros docentes no processo de completar a avaliação do programa do Rendimento Escolar (edTPA) durante o primeirosemestre de aplicação da presente proposta com consequências severas. Nossos resultados com base nas respostas ao questionário e entrevistas semiestruturadas mostram a disparidade e variação donível e tipo de suporte oferecido aos futuros professores. as maneiras pelas quais os formadores docentes enfrentavam os dilemas políticos, éticos, educacionais e logísticos influenciava os apoios oferecidos aos futuros professores. Os resultados focam na utilização dos resultados de tais testes para preparação de professores, avaliação das instituições, as relações com formadores de professores e diversidade entre os professores.  \nPalavras-chave: formação de professores urbana; avaliação; avaliação educacional; professores  \nIntroduction  \nIn recent deca","cbCaiiUiamQ5FAiq","https://ap.wps.com/l/cbCaiiUiamQ5FAiq","pdf",614331,29,"English","# Introduction\n# Teacher quality and accountability movement\n# Readiness to teach prior to entry\n# Teacher performance measurement and implications","[{\"question\":\"What is the focus of the article’s inquiry?\",\"answer\":\"The article investigates how teacher educators mediate candidates’ completion of edTPA during its early high-stakes implementation in urban schools of education.\"},{\"question\":\"What methods are used to generate the findings?\",\"answer\":\"Findings are based on questionnaire responses and semi-structured interviews with faculty members supporting teacher candidates.\"},{\"question\":\"What factors shape the support teacher educators provide?\",\"answer\":\"Support is shaped by intersections of policy, teacher-educator stance, and ethical, pedagogical, and logistical dilemmas faced during edTPA support.\"}]","Breakers, benders, and obeyers - Inquiring into teacher educators’ mediation of edTPA | PDF",1792093271,73]