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By the Elite, For the Vulnerable: The edTPA, Academic Oppression, and the Battle to Define Good Teaching


by Adam W. Jordan & Todd Hawley — February 15, 2016

With this commentary, we add our voices to the rising tide of dissent and resistance to the edTPA. As teacher educators we want to highlight the ways that the edTPA and its proponents represent academic oppression against vulnerable teacher candidates. Additionally we provide resistance in the battle to define good teaching.


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Cite This Article as: Teachers College Record, Date Published: February 15, 2016
http://www.tcrecord.org ID Number: 19461, Date Accessed: 3/27/2017 10:41:13 AM

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About the Author
  • Adam Jordan
    University of North Georgia
    E-mail Author
    ADAM W. JORDAN is an assistant professor at the University of North Georgia, teaching special education courses in the Early Childhood/Special Education program. His research interests include educational alternatives, public alternative schools, learner-centered education, and rural education.
  • Todd Hawley
    Kent State University
    E-mail Author
    TODD S. HAWLEY is an Associate Professor in the School of Teaching, Learning and Curriculum Studies at Kent State University. His research interests include rationale-development as a core theme of graduate and undergraduate social studies teacher education, and the transformative possibilities of justice-oriented social studies teacher education.
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