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A study examined perceptions of edTPA regarding learning and performance and found six recurring themes: confusion about what it means to be “ready to teach,” disruption of relationship building, narrowed responsive teaching practices, worry about placement impacts on assessments, mistrust of evaluators’ understanding of local contexts, and heightened barriers for marginalized candidates. Results indicate edTPA can operate as “epistemic injustice” and “slow violence,” undermining diversity in the 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University  \n\n| Volume 31 Number 40 | April 18 , 2023 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nedTPA Implications for Teacher Education Policy and Practice: Representations of Epistemic Injustice and Slow  \nViolence  \nCara Faith Bernard  \nUniversity of Connecticut  \nDouglas Kaufman  \nUniversity of Connecticut  \nMark Kohan  \nCitizens Alliance for Diversity, Equity, and Inclusion  \n&  \nGlenn Mitoma  \nUniversity of California, Santa Cruz  \nUnited States  \nCitation: Bernard, C. F., Kaufman, D., Kohan, M., & Mitoma, G. (2023) . edTPA implications for teacher education policy and practice: Representations of epistemic injustice and slow violence. Education Policy Analysis Archives, 31(40). [https://doi.org/10.14507/epaa.31.7597](https://doi.org/10.14507/epaa.31.7597)  \n[Abstract:](Abstract: edTPA is a widely used teacher performance assessment. However)[ edTPA is a widely used teacher performance assessment. However](Abstract: edTPA is a widely used teacher performance assessment. However), studies have raised concerns with its use. We conducted a study of candidates’ and faculty members’perceptions of edTPA on their learning and performance. Analysis of responses revealed six themes: confusion about the meaning of “ready to teach”; interference with relationship building; narrowed responsive teaching practices; concern for placements’ impact on assessments; mistrust of evaluators’ understanding of their contexts; and increased barriers for  \nmarginalized candidates. Findings suggest that edTPA can be interpreted as perpetrating forms of “epistemic injustice” and “slow violence” that impede diversity in the profession. To realize the promise of a more diverse teacher workforce—equity for all students and justice for marginalized communities—teacher educators and policymakers must ensure that the ways in which they prepare and evaluate teachers are increasingly more relational, diverse, equitable, and just.  \nKeywords: edTPA; education policy; teacher education; slow violence; epistemic injustice  \nImplicaciones de edTPA para la política y práctica de formación docente: Representaciones de injusticia epistémica y violencia lenta  \nResumen: edTPA es una evaluación del desempeño docente ampliamente utilizada. Sin embargo, los estudios han planteado preocupaciones con su uso. Realizamos un estudio delas percepciones de edTPA de los candidatos y miembros de la facultad sobre suaprendizaje y desempeño. El análisis de las respuestas reveló seis temas: confusión sobre el significado de “listo para enseñar”; interferencia con la construcción de relaciones; prácticas de enseñanza receptivas limitadas; preocupación por el impacto de lasubicaciones en las evaluaciones; desconfianza en la comprensión de los evaluadores de sus contextos; y mayores barreras para los candidatos marginados. Los hallazgos sugieren que edTPA puede interpretarse como formas perpetradoras de “injusticia epistémica” y“violencia lenta” que impiden la diversidad en la profesión. Para hacer realidad la promesa de una fuerza laboral docente más diversa, equidad para todos los estudiantes y justicia para las comunidades marginadas, los formadores de docentes y los encargados de formular políticas deben asegurarse de que las formas en que preparan y evalúan a los docentes sean cada vez más relacionales, diversas, equitativas y justas.  \nPalabras-clave: edTPA; política educativa; formación del profesorado; violencia lenta; injusticia epistémica  \nImplicações da edTPA para políticas e práticas de formação de professores: Representações de injustiça epistêmica e violência lenta  \nResumo: edTPA é uma avaliação de desempenho de professores amplamente utilizada. No entanto, estudos levantaram preocupações com seu uso. Conduzimos um estudo sobre as percepções dos candidatos e membros do corpo docente sobre o edTPA em seu aprendizado e desempenho. A análise das respostas","cbCaij56KQ7XAnz3","https://ap.wps.com/l/cbCaij56KQ7XAnz3","pdf",409764,27,"English","# Abstract\n## Study findings\n## Implications for teacher education and policy","[{\"question\":\"What concerns have been raised about edTPA’s use?\",\"answer\":\"Research highlights concerns regarding how edTPA affects candidates’ learning and performance, including confusion, reduced relationship building, and constrained teaching practices.\"},{\"question\":\"What themes emerged from the study of candidates’ and faculty members’ perceptions?\",\"answer\":\"The analysis identified six themes: confusion about “ready to teach,” interference with relationship building, narrowed responsive teaching practices, placement impacts on assessments, mistrust of evaluators’ contextual understanding, and increased barriers for marginalized candidates.\"},{\"question\":\"How do the findings interpret edTPA’s impact on diversity in teaching?\",\"answer\":\"The findings suggest edTPA can be interpreted as perpetrating “epistemic injustice” and “slow violence,” which impede diversity by affecting how teachers are prepared and evaluated.\"}]","edTPA Implications for Teacher Education Policy and Practice - Representations of Epistemic Injustice and Slow Violence | PDF",1792094189,68]