ABSTRACT
This Chapter employs case study analysis to present an argument about the constraints of standardized performance assessments for teacher candidates, such as the current edTPA, and opportunities that may be available for teacher education programs to deepen teacher educators’ reflective practices, particularly about their literacy backgrounds and teaching practice, in a high-stakes, standardized assessment environment. The authors draw on the experiences of a select group of literacy education students in a teacher preparation program at a major research university in California to further explore edTPA and its invitations to teacher reflection.
