[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602104-105":59,"doc-detail-602104-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","what-happens-after-edtpa-602104","What Happens after edTPA?","","The teacher certification process can be overwhelming for early-career educators, involving identity negotiation, fieldwork hour completion, and institutional expectations that intensify when assessments like edTPA add additional barriers to state licensure. The study examines narratives from 14 early-career teachers reflecting on completing edTPA and how they carry those experiences into current teaching practices. Using social constructivist perspectives and professional learning continuum framing, findings show preparation programs’ collaboration, portfolio-based reflective positioning, and enduring usefulness of edTPA tools and skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-happens-after-edtpa-602104/602104/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-happens-after-edtpa-602104/602104.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why can the teacher certification process be overwhelming for early-career educators?","Question",{"text":112,"@type":113},"It requires negotiating teacher identity, completing fieldwork hours, and meeting institutional expectations. 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Napolitano  \nMeghan E. Marrero  \nAmanda M. Gunning  \nMercy College  \nLatanya T. Brandon  \nState University of New York, New Paltz  \n&  \nJessica F. Riccio  \nTeachers College, Columbia University  \nUnited States  \nCitation: Napolitano, K. V., Marrero, M. E., Gunning, A. M., Brandon, L. T., & Riccio, J. F. (2022) . What happens after edTPA? Education Policy Analysis Archives, 30 (80) .  \n[https://doi.org/10.14507/epaa.30.6988](https://doi.org/10.14507/epaa.30.6988)  \nAbstract: The teacher certification process can be overwhelming for early-career educators. Negotiating teacher identity, completing fieldwork hours, and navigating institutional expectations can stress the most resilient teacher candidates. These pressures are further compounded as teacher certification assessments, such as the edTPA, introduce additional hurdles to achieving state licensure. This study approaches these obstacles by examining the stories of a diverse group of 14 early-career teachers as they reflect on completing edTPA and their current teaching practices. Through social constructivist perspectives and professional learning continuum framing, we interpreted narrative data to examine early-career teacher discussions of completing edTPA and developing pedagogical  \npractices. These 14 teachers elucidated that the collaborative nature of their preparation program was integral to their completing the assessment, that the program approach to completing the portfolio assessment positioned them to think reflexively about their practice, and that the skills and tools used on edTPA remained useful to them throughout their early-career teaching. We suggest ways that preparation programs can interpret this teacher certification policy as an instructional touchpoint and can limit the gatekeeping capabilities of certification exams through collaboration, building capital, and supporting reflective portfolios. This work has implications for policymakers in teacher education and induction programs.  \nKeywords: teacher education; teacher certification; performance assessment; edTPA  \n¿Qué sucede después de edTPA?  \nResumen: El proceso de certificación de docentes puede ser abrumador para loseducadores de carreras tempranas. Negociar la identidad del maestro, completar las horas de trabajo de campo y navegar por las expectativas institucionales puede estresar a los candidatos a maestros más resilientes. Estas presiones se agravan a medida que las evaluaciones de certificación de maestros, como edTPA, presentan obstáculos adicionales para obtener la licencia estatal. Este estudio aborda estos obstáculos al examinar las historias de un grupo diverso de 14 maestros principiantes mientras reflexionan sobre cómo completar edTPA y sus prácticas docentes actuales. A través de perspectivas constructivistas sociales y marcos continuos de aprendizaje profesional, interpretamos datos narrativos para examinar discusiones de maestros de carrera temprana sobre cómo completar edTPA y desarrollar prácticas pedagógicas. Estos 14 maestros aclararon que la naturaleza colaborativa de su programa de preparación fue integral para completar suevaluación, que el enfoque del programa para completar la evaluación del portafolio los posicionó para pensar reflexivamente sobre su práctica, y que las habilidades y herramientas utilizadas en edTPA siguieron siendo útiles para ellos. a lo largo de sus primeros años de carrera docente. Sugerimos formas en que los programas de preparaciónpueden interpretar esta política de certificación docente como un punto de contacto instructivo y pueden limitar las capacidades de control de los exámenes de certificación através de la colaboración, la creación de capital y el respaldo de carpetas reflexivas. Este traba","cbCaigfZgzK8bFZR","https://ap.wps.com/l/cbCaigfZgzK8bFZR","pdf",479558,"English","# Abstract\n## Teacher certification pressures\n## Study approach and participants\n## Key findings\n## Implications","[{\"question\":\"Why can the teacher certification process be overwhelming for early-career educators?\",\"answer\":\"It requires negotiating teacher identity, completing fieldwork hours, and meeting institutional expectations. These pressures grow further when certification assessments such as edTPA create additional hurdles to state licensure.\"},{\"question\":\"How does the study analyze teachers’ experiences with edTPA?\",\"answer\":\"The study uses social constructivist perspectives and professional learning continuum framing to interpret narrative data. It examines how 14 early-career teachers discuss completing edTPA and developing pedagogical practices.\"},{\"question\":\"What does the study suggest about preparation programs and certification exams?\",\"answer\":\"Preparation programs can treat teacher certification policy as an instructional touchpoint. Collaboration, building capital, and supporting reflective portfolios can limit the gatekeeping capabilities of certification exams.\"}]","What Happens after edTPA? | PDF",1792094037,76]